Measuring (and enhancing?) student confidence with confidence scores

30th Annual Frontiers in Education Conference. Building on A Century of Progress in Engineering Education. Conference Proceedings (IEEE Cat. No.00CH37135) Pub Date : 2000-10-18 DOI:10.1109/FIE.2000.897657

David W Petr

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引用次数: 14

Abstract

The important skill of building confidence in one's analysis through sanity and cross-checking is often poorly acquired by engineering students. An introductory circuit analysis class presents an ideal opportunity in which to emphasize and measure this skill, since problems can typically be worked with a number of different methods or worked "backwards" to provide cross-checks. This paper reports on a two-semester experiment in which students were required to provide a confidence rating for all exam and quiz answers. The structure allowed for expressing positive confidence (confidence that an answer is correct), negative confidence (confidence that an answer is incorrect) and neutral confidence. A confidence score that measured how well the students evaluated the correctness or incorrectness of their answers was combined with a traditional problem score to form the exam score. We present numerical results of this experiment, which yield potentially valuable conclusions regarding students' perceptions of the correctness of their answers.

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用信心分数衡量(并增强?)学生的信心

通过理智和交叉检查在分析中建立信心的重要技能通常很难被工程专业的学生掌握。入门电路分析课程提供了一个强调和衡量这种技能的理想机会，因为问题通常可以用许多不同的方法来处理，或者“反向”处理以提供交叉检查。本文报告了一个为期两个学期的实验，在这个实验中，学生被要求对所有考试和测验的答案提供一个信心评级。这种结构允许表达积极自信(对答案正确的自信)、消极自信(对答案错误的自信)和中性自信。信心分数衡量了学生对答案正确与否的评估程度，并与传统的问题分数相结合，形成了考试分数。我们给出了这个实验的数值结果，它产生了关于学生对答案正确性的看法的潜在有价值的结论。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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30th Annual Frontiers in Education Conference. Building on A Century of Progress in Engineering Education. Conference Proceedings (IEEE Cat. No.00CH37135)

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