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J. Watson Research Center Yorktown Heights, NY  \nAND  \nKYLE B. REED  \nUniversity of South Florida Tampa, FL  \nABSTRACT  \nA vital aspect of an answer is the confidence that goes along with it. Misstating the level of confidence one has in the answer can have devastating outcomes. However, confidence assessment is rarely emphasized during typical engineering education. The confidence-based scoring method described in this study encourages students to both think about their answers in a different way and to evaluate their confidence in the answer. Each answer is scored based on whether the answer is right or wrong and whether the student is confident or not in that answer. Students generally appreciated the educational value as it made them more self-aware of their understanding. Overall, students were able to accurately assess whether their answer was right or wrong 77% of the time. Average self-assessment generally improved over time, but the degree of improvement varies based on student segments. The method also benefits instructors by indicating the topics that students tend to be less certain of, even if the students are getting the right answers, and identifies students that are either over or under confident.  \nKey Words: confidence-based scoring; certainty-based markings; self-efficacy; assessment  \nINTRODUCTION  \nAn important skill for students is to recognize how confident they are in their stated answers to questions. Even if students get the right answers, they may not be sure it is right and may get similar questions wrong. Confidence is vital in engineering jobs and in graduate education where  \nSUMMER 2015 1  \nADVANCES IN ENGINEERING EDUCATION  \nEngineering Student Self-Assessment Through Confidence-Based Scoring  \nthe confidence students have in their solutions can be as important as the solutions themselves. However, confidence in one’s answer or design is not typically emphasized during undergraduate engineering courses. Information is becoming easier to quickly obtain from digital sources like Wikipedia, internet search engines, and online literatures, but the reliability of that information isnot necessarily better. Thus, the confidence in a solution based upon that information is important for one to evaluate and report (Gardner-Medwin 2008) .  \nThe literature has discussed many frameworks for describing problem solving, metacognition about the answer, and how the resulting solution can lead to an increased understanding (Schoenfeld 1992) . One way of thinking about a solution consists of four aspects: the information used, the method applied, the stated answer, and the confidence one has in that answer. Undergraduate education typically focuses on two of those: methods and answers. In fact, typical grading schemes tend to encourage students to guess or “just put something down” in hopes that they will get partial credit, which does not encourage a deeper understanding of their missing knowledge (Gardner-Medwin 1995) . Confidence-based scoring (CBS) aims to address the last aspect – providing the incentivesand mechanism for students to assess and state their confidence in their answers (Gardner-Medwin 2006) . CBS is designed to combine their answer with their confidence so they are encouraged to further examine their answers and more seriously evaluate their confidence level. When the students recognize that they do not know the answer, they get some credit for correctly stating their lack of knowledge or understanding. When the students get the correct answer but are not sure, they do not get the full credit due to the uncertainty. This method of self-assessment encourages students to evaluate their abilities throughout a course and enables them to become more aware of this ","cbCaim5fpy8cqqo8","https://ap.wps.com/l/cbCaim5fpy8cqqo8","pdf",1498609,23,"English","# Abstract\n# Introduction\n## Problem: confidence is undervalued in engineering courses\n## Background: metacognition and problem-solving frameworks\n## Confidence-based scoring (CBS) design and incentives\n## Related ideas: “fake it until you make it” and safety implications","[{\"question\":\"What benefits does the confidence-based scoring method provide?\",\"answer\":\"It improves students’ self-awareness and self-assessment accuracy over time, and helps instructors see which topics students feel less certain about and which students are over- or under-confident.\"}]","Engineering Student Self-Assessment Through Confidence-Based Scoring - read online free | PDF",1792067391,58]