Think Before You Answer : Fostering Deep Thinking among Students Through Moodle's Certainty-based Marking (CBM)

Nurul Zawiyah, Mohamad and Izzatul Nabila, Sarbini and Jennifer Fiona, Wilfred Busu and Norazian, Mohamad Hamdan (2022) Think Before You Answer : Fostering Deep Thinking among Students Through Moodle's Certainty-based Marking (CBM). In: International University Carnival on E-Learning (IUCEL) Proceedings 2022, 28-30 June 2022, Centre for Academic Development (CADe), Universiti Putra Malaysia.

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Abstract

The quality of students' grasp of what they have learned in class is unclear to the instructors in multiple-choice assessments. Multiple-choice assessments do not allow students to elaborate on their answer arguments because they are evaluated simply on the answers they have supplied. The student’s level of understanding, on the other hand, is unknown to them. We used Moodle's certainty-based marking (CBM) to encourage students to think deeply before settling on their final answers to these tests and quizzes. This CBM method feedback will reveal whether the students are overconfident in their knowledge. CBM assigns weightage to correct and incorrect responses, as well as certainty levels that students must select before settling on their final answers. After using this method in quizzes and multiple-choice assessments, students are more in tune with their knowledge levels, and they are aware of the learning units that they need to improve in their courses. Through this study, both students and instructors will be able to have the benefits to assess the class knowledge level on units and topics learned in class.

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