Using certainty-based marking: Difference between revisions
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This | ==Certainty-Based marking (CBM)== | ||
*After each answer, you say how sure you are that your answer is correct. | |||
*This is on a 3-point scale: C=1 (low), C=2 (mid) or C=3 (high) | |||
*We don't rely on words like 'sure' or 'very sure' because these mean different things to different people | |||
*The mark scheme and the risk of a penalty determine when you should use each C level: | |||
==How CBM works== | |||
[[File:cfmarks.gif|link=|]] | |||
*Certainty levels 1, 2, 3 always give you marks 1, 2, or 3 when you are correct | |||
*If you are wrong, then unless you opted for C=1 you will lose marks: -2 at C=2 and -6 at C=3 | |||
==Why use CBM?== | |||
*To make students think about how reliable their answer is | |||
*To encourage students to try to understand the issues,not just react immediately to a question | |||
*To challenge: if a student won't risk losing marks if wrong then they don't really know the answer | |||
*If a student is a careful thinker but not very confident. they will gain in confidence | |||
*It is more fair - a thoughtful and confident correct answer deserves more marks than a lucky hunch | |||
*Students need to pay attention if they make confident wrong answers: think,reflect, learn! | |||
*Efficient study requires constantly questioning how our ideas arise and how reliable they are. |
Revision as of 10:37, 11 November 2013
Certainty-Based marking (CBM)
- After each answer, you say how sure you are that your answer is correct.
- This is on a 3-point scale: C=1 (low), C=2 (mid) or C=3 (high)
- We don't rely on words like 'sure' or 'very sure' because these mean different things to different people
- The mark scheme and the risk of a penalty determine when you should use each C level:
How CBM works
- Certainty levels 1, 2, 3 always give you marks 1, 2, or 3 when you are correct
- If you are wrong, then unless you opted for C=1 you will lose marks: -2 at C=2 and -6 at C=3
Why use CBM?
- To make students think about how reliable their answer is
- To encourage students to try to understand the issues,not just react immediately to a question
- To challenge: if a student won't risk losing marks if wrong then they don't really know the answer
- If a student is a careful thinker but not very confident. they will gain in confidence
- It is more fair - a thoughtful and confident correct answer deserves more marks than a lucky hunch
- Students need to pay attention if they make confident wrong answers: think,reflect, learn!
- Efficient study requires constantly questioning how our ideas arise and how reliable they are.