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LAPT  (London Agreed Protocol for Teaching) uses Certainty-Based Marking (CBM - see below) in the presentation of learning resources.
It was developed in part with a HEFCE grant to encourage uptake of CBM. It is freely available, and can be used with material hosted elsewhere.

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Staff Information: CBM: Perspectives (& exercise formats),   Poster (pdf),   Editing & Analysis Facilities,   Publications, Webcasts, etc.
Students' Session Reports:   for: UCL students , Imperial students
Tony Gardner-Medwin (homepage)
Confidence-Based, or Certainty-Based Marking (CBM)
Experiments making use of confidence judgements in marking tests are many decades old. They have repeatedly been shown to stimulate
more careful thinking and learning than simple (right/wrong) marking, and to provide more reliable
assessment. LAPT aims to provide the best possible implementation of CBM as a learning tool, for open use.

What is Certainty-Based Marking (CBM)?

conf Why use CBM?  How does it work?

marks at each C level

When should I use the different certainty levels?

best choice graph

"Confidence" or Certainty"?

I switched from talking about CBM as "Confidence-based marking" to "Certainty-based marking" in 2005. "Certainty" seems to carry less inappropriate baggage than "Confidence" - which sometimes suggests to people that confident or brash personalities are being rewarded. This is not so! Those who are rewarded are those who can distinguish between reliable and unreliable answers. Successful people acknowledge uncertainty when they encounter it, and this is how they gain in self-confidence. In the context of "How certain are you that this answer is right?" or "How confident are you that this is right?", the two terms are equivalent. But "Certainty-Based Marking" is (I hope!) less open to misinterpretation.

I have resurrected for the web an early classic review of some of the relevant concepts by Andrew Ahlgren (1969)

Time-saving tips
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