JOURNAL OF HIGHER EDUCATION THEORY AND PRACTICE

Confidence Based Marking: Implementation and Feedback Measures

Author(s): Zekeriya Eser, Mary E. Holbrook, Jan Colbert

Citation: Zekeriya Eser, Mary E. Holbrook, Jan Colbert, (2012) "Confidence Based Marking: Implementation and Feedback Measures," Journal of Higher Education Theory and Practice, Vol.12, Iss. 1, pp. 27 - 38

Article Type: Research paper

Publisher: North American Business Press

Abstract:

Objective type questions (true-false and multiple-choice), while straightforward to grade, have

limitations. The answer is scored as either correct or incorrect; partial knowledge of the answer is not

measured. Further, the impact of guessing is not observable. An alternative method, Confidence Based

Marking (CBM), which addresses both of these issues is introduced. The method is implemented within a

course management system (CMS) using true-false questions. Issues related to implementing a CBM

within a particular CMS are discussed and addressed. Further, three statistical measures of feedback are

introduced. Also, the results of a pilot study using CBM in a CMS are presented. Finally, conclusions are

drawn.