Implementing Confidence Assessment in Low-Stakes, Formative Mathematics Assessments

Abstract Confidence assessment (CA) involves students stating alongside each of their answers a confidence rating (e.g. 0 low to 10 high) express how certain they are that answer is correct. Each student’s score calculated as the sum ratings on items answered correctly, minus incorrectly; this scoring system designed incentivize give truthful ratings. Previous research found secondary-school mathematics readily understood negative-marking feature CA instrument used during one lesson, and were generally positive about approach. This paper reports quasi-experimental trial in four lessons ( N = 475 students) across time periods ranging from 3 weeks up academic year, compared business-as-usual controls. A meta-analysis effect sizes schools gave an aggregated Cohen’s d –0.02 [95% CI –0.22, 0.19] overall Bayes Factor B 01 8.48. indicated substantial evidence for null hypothesis there was no difference between attainment gains intervention group control group, relative alternative different. I conclude incorporating into low-stakes classroom formative assessments does not appear be detrimental students’ attainment, suggest reasons why clear outcome obtained.