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C R E AT E A C T I V E A S S E S S M E N T S W I T H C E RTA I N T Y- B A S E D M A R K I N G
CREATE ACTIVE
       ASSESSMENTS WITH CBM




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                         Post this to your blog, Twitter™, LinkedIn® or Delicious™ accounts or email this to someone who might enjoy it.




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                                                             11639 E. Wethersfield Road, Scottsdale, AZ 85259 USA
                                                            www.michaelsandassoc.com                  Toll-free: 877-614-8440
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         © 2010 by Michaels & Associates Docntrain, Ltd. dba Michaels & Associates
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         Copyright holder is licensing this under the Creative Commons License, Attribution-Share Alike 3.0. For more information, check out http://creativecommons.org/licenses/by-sa/3.0/us/
CREATE ACTIVE
                                                               ASSESSMENTS WITH CBM




G A I N G R E AT E R I N S I G H T I N T O L E A R N E R
P E R F O R M A N C E U S I N G C E RTA I N T Y- B A S E D
MARKING ASSESSMENTS

Let’s start by taking a quick look at your current testing strategy. How do you
currently assess learners’ knowledge after completing a training course? If it
includes presenting a series of instructionally sound multiple choice questions,
you’re not alone. However, many learning organizations have realized a
margin for error in this typical assessment method – the guess factor.

In other words, learners tend to guess at questions they don’t know, in an
attempt to raise their scores. These guesses might be based on 1) sheer
speculation or 2) a combination of limited knowledge and a lack of confidence
in that knowledge. In either instance, the guesses can contribute to an
unrealistic measurement of competence.




                                                                                     3   Page
CREATE ACTIVE
       ASSESSMENTS WITH CBM




                                         Presenting a Simple Solution
   Promote Active Learning with
   CBM Assessments                       What is Certainty-Based Marking (CBM)? CBM is a simple and relatively new technique that strives to make
                                         measurement more realistic. This strategy incorporates two equal elements in assessment: Knowledge and
   Traditionally, assessments can be     Certainty. Consider the four knowledge/certainty relationships in the following table:
   quite passive—instructors get into
   a rut using one or two question
   types and learners simply aim for a                          An employee has no                    An employee has mastered
   passing score. Adding the                                    knowledge of a topic but is           a topic and can perform
   Certainty-Based Marking                                      still confident he can                tasks related to the topic
   technique to assessment questions                            perform tasks related to the          with utmost confidence.

   increases the level of activity by                           topic.

   asking learners to reflect upon                              An employee has no
                                                                                                      An employee is familiar with
   what they know and don’t know.                               knowledge of a topic and
                                                                                                      a topic but is not confident in
   For Learning & Development                                   therefore has no confidence
                                                                                                      her ability to perform tasks
   teams and learners alike, CBM                                in his ability to perform tasks
                                                                                                      related to the topic.
   reporting data provides key (and                             related to the topic.

   otherwise overlooked) information
   that can assist in gauging the
   individual's needs, encouraging
   self-direction, monitoring progress
   and checking for understanding.       At the end of a training program, you hope most employees are in the High Knowledge / High Certainty

                                         quadrant, but how do you know for sure? That’s where Certainty-Based Marking can help.
4
Page
CREATE ACTIVE
                                                                ASSESSMENTS WITH CBM




How it Works

Is your current strategy to assess knowledge effective?
 Yes      No

How confident are you in your answer?
 Unsure  Somewhat Certain  Totally Certain



Certainty-Based Marking offers a unique engagement
opportunity during a training assessment. Much like the two
questions shown above, a question is presented and then the
learners are asked how certain they are that their answer is
correct. At the end of the assessment, learners are given an
assessment summary chart showing color-coded marks (red,
green and yellow) for each question based on their answer and
their level of certainty. The table shown to the right is an
example of a scoring chart used with CBM.

Learners obtain these color-coded cues to alert them
of the accuracy of their knowledge and certainty. There is no
penalty or reward for having high, medium or low certainty in
an answer, but Certainty-Based Marking does provide the
learner (and their supervisor) with a clearer understanding
of his or her depth of knowledge.




                                                                                   5   Page
CREATE ACTIVE
       ASSESSMENTS WITH CBM




   Sample Questions
   The Certainty-based Marking technique can be paired with a wide variety of question types. Below are just a few examples of question types you can use in your next
   course to encourage learners to think laterally and adopt a more active role during assessments.

                                 Question Types                                                Possible Answers                        Certainty level

   Multiple Choice           What is the speed limit for rural roads if no speed       A. 30 mph                             High
                             limit signs are posted?                                   B. 35 mph                             Medium
                                                                                       C. 40 mph                             Low
                                                                                       D. 45 mph



   True / False              The speed limit for rural roads if no speed limit signs   True                                  High
                             are posted is 40 mph.                                     False                                 Medium
                                                                                                                             Low



   Matching                  Match speed limits for each of the following:             1. Interstate Highway    A. 50 mph    High
                                                                                       2. School Zone           B. 35 mph    Medium
                                                                                       3. Residential Area      C. 15 mph    Low
                                                                                       4. Rural Road            D. 70 mph


   Fill in the Blank         The speed limit for rural roads if no speed limit signs   [Student to provide answer.]          High
                             are posted is ______.                                                                           Medium
                                                                                                                             Low



   Short Essay               Describe the different between interstate and             [Student to provide answer.]          High
                             intrastate highway systems.                                                                     Medium
                                                                                                                             Low
6
Page
CREATE ACTIVE
                                                                                                                 ASSESSMENTS WITH CBM




The Learner’s Perspective


When the learner is presented with CBM questions, a typical thought process might be:

           What other information do I know that can assist me in determining my level of certainity for
            this answer?

           When I answer a question correctly with high certainty, my level of confidence increases.

           The instructor will know that I am not only passing the test, but that I am certain in my answers.

           If I want to guess at a question, I’d better admit a level of uncertainty and review the course
            material again. If everyone is uncertain on this same subject matter, perhaps the material was
            not presented well.

           A highly confident answer that is wrong means that I need to pay closer attention and not rush
            judgment in the reliability of my answer. I will need to go back and review this material again.


How does CBM help learners?

           It encourages them to analyze all issues related to a question, not just the question alone.

           It helps them gain confidence by contemplating and identifying the reliability of their answers.

           It encourages them to analyze how much and how well they understand new concepts.

           It helps them identify misconceptions about their knowledge, allowing them to reflect on the
            concepts and better understand their misconceptions.

           It allows them to become active participants in the assessment process and, therefore, the
            learning process.




                                                                                                                                    7   Page
CREATE ACTIVE
            ASSESSMENTS WITH CBM




                                          The Organization’s Perspective
       Want to learn more about
                                          Why should your organization consider CBM as a strategy for assessing competence? Think about the following:
       Certainty-Based Marking?
       Visit the following sites:                     It is risky to put high confidence / low knowledge employees in front of your customers or behind
                                                       your products / machinery.
             Perspective on Certainty-
                                                      You want your training program to assess learning, teaching and curriculum effectiveness with a
              Based Marking:   This in-
                                                       high level of reliability.
              depth audio interview
              with leading CBM                        CBM challenges deeper knowledge; it goes beyond simple factual or associative learning.

              researcher, Tony                        Using CBM reporting data, you will discover more about learners’ needs and can adjust instruction
              Gardner-Medwin, was                      to improve individual achievement and/or improve test questions.
              originally published at
              innovateonline.info.        By encouraging higher level thinking (analysis, synthesis and evaluation), you develop a stronger, more competent
                                          workforce.
             Activator Methods Online:

              Activator Methods
                                          Implementing CBM
              International has
              created a new way to        Certainty-Based Marking is an excellent tool for a variety of question types and delivery methods. You can use CBM
              learn the fundamentals      with multiple choice, true/false, matching, fill in the blank, short answer, multiple select and essay questions. With a bit
              of the Activator
                                          of custom programming and development work, you can establish the grading calculations and reporting to suit your
              Method using
              e-learning and CBM.         individual needs. Before you roll out the tool and technology, however, be sure to plan an implementation and

                                          communication strategy. Learners must understand how to answer CBM questions and how to use the CBM

                                          information they receive to improve their assessment results.
8
Page
CREATE ACTIVE
                                                                                                                              ASSESSMENTS WITH CBM




If you would like to learn more about Certainty-Based Marking, feel free to contact us. We’d love to tell you more about this innovative strategy and

how it can improve your organization’s assessment processes. Michaels & Associates — where the tingling sensation in your mind means it's working.




    info@michaelsandassoc.com                                  www.michaelsandassoc.com                                       toll-free: 877-614-8440




                                                                                                                                                        9
                                                                                                                                                        Page

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Create Active Assessments With Certainty-Based Marking

  • 1. C R E AT E A C T I V E A S S E S S M E N T S W I T H C E RTA I N T Y- B A S E D M A R K I N G
  • 2. CREATE ACTIVE ASSESSMENTS WITH CBM ~ Share This! ~ Post this to your blog, Twitter™, LinkedIn® or Delicious™ accounts or email this to someone who might enjoy it. Share Remix Attribute Share Alike 11639 E. Wethersfield Road, Scottsdale, AZ 85259 USA www.michaelsandassoc.com Toll-free: 877-614-8440 2 © 2010 by Michaels & Associates Docntrain, Ltd. dba Michaels & Associates Page Copyright holder is licensing this under the Creative Commons License, Attribution-Share Alike 3.0. For more information, check out http://creativecommons.org/licenses/by-sa/3.0/us/
  • 3. CREATE ACTIVE ASSESSMENTS WITH CBM G A I N G R E AT E R I N S I G H T I N T O L E A R N E R P E R F O R M A N C E U S I N G C E RTA I N T Y- B A S E D MARKING ASSESSMENTS Let’s start by taking a quick look at your current testing strategy. How do you currently assess learners’ knowledge after completing a training course? If it includes presenting a series of instructionally sound multiple choice questions, you’re not alone. However, many learning organizations have realized a margin for error in this typical assessment method – the guess factor. In other words, learners tend to guess at questions they don’t know, in an attempt to raise their scores. These guesses might be based on 1) sheer speculation or 2) a combination of limited knowledge and a lack of confidence in that knowledge. In either instance, the guesses can contribute to an unrealistic measurement of competence. 3 Page
  • 4. CREATE ACTIVE ASSESSMENTS WITH CBM Presenting a Simple Solution Promote Active Learning with CBM Assessments What is Certainty-Based Marking (CBM)? CBM is a simple and relatively new technique that strives to make measurement more realistic. This strategy incorporates two equal elements in assessment: Knowledge and Traditionally, assessments can be Certainty. Consider the four knowledge/certainty relationships in the following table: quite passive—instructors get into a rut using one or two question types and learners simply aim for a An employee has no An employee has mastered passing score. Adding the knowledge of a topic but is a topic and can perform Certainty-Based Marking still confident he can tasks related to the topic technique to assessment questions perform tasks related to the with utmost confidence. increases the level of activity by topic. asking learners to reflect upon An employee has no An employee is familiar with what they know and don’t know. knowledge of a topic and a topic but is not confident in For Learning & Development therefore has no confidence her ability to perform tasks teams and learners alike, CBM in his ability to perform tasks related to the topic. reporting data provides key (and related to the topic. otherwise overlooked) information that can assist in gauging the individual's needs, encouraging self-direction, monitoring progress and checking for understanding. At the end of a training program, you hope most employees are in the High Knowledge / High Certainty quadrant, but how do you know for sure? That’s where Certainty-Based Marking can help. 4 Page
  • 5. CREATE ACTIVE ASSESSMENTS WITH CBM How it Works Is your current strategy to assess knowledge effective?  Yes  No How confident are you in your answer?  Unsure  Somewhat Certain  Totally Certain Certainty-Based Marking offers a unique engagement opportunity during a training assessment. Much like the two questions shown above, a question is presented and then the learners are asked how certain they are that their answer is correct. At the end of the assessment, learners are given an assessment summary chart showing color-coded marks (red, green and yellow) for each question based on their answer and their level of certainty. The table shown to the right is an example of a scoring chart used with CBM. Learners obtain these color-coded cues to alert them of the accuracy of their knowledge and certainty. There is no penalty or reward for having high, medium or low certainty in an answer, but Certainty-Based Marking does provide the learner (and their supervisor) with a clearer understanding of his or her depth of knowledge. 5 Page
  • 6. CREATE ACTIVE ASSESSMENTS WITH CBM Sample Questions The Certainty-based Marking technique can be paired with a wide variety of question types. Below are just a few examples of question types you can use in your next course to encourage learners to think laterally and adopt a more active role during assessments. Question Types Possible Answers Certainty level Multiple Choice What is the speed limit for rural roads if no speed A. 30 mph  High limit signs are posted? B. 35 mph  Medium C. 40 mph  Low D. 45 mph True / False The speed limit for rural roads if no speed limit signs True  High are posted is 40 mph. False  Medium  Low Matching Match speed limits for each of the following: 1. Interstate Highway A. 50 mph  High 2. School Zone B. 35 mph  Medium 3. Residential Area C. 15 mph  Low 4. Rural Road D. 70 mph Fill in the Blank The speed limit for rural roads if no speed limit signs [Student to provide answer.]  High are posted is ______.  Medium  Low Short Essay Describe the different between interstate and [Student to provide answer.]  High intrastate highway systems.  Medium  Low 6 Page
  • 7. CREATE ACTIVE ASSESSMENTS WITH CBM The Learner’s Perspective When the learner is presented with CBM questions, a typical thought process might be:  What other information do I know that can assist me in determining my level of certainity for this answer?  When I answer a question correctly with high certainty, my level of confidence increases.  The instructor will know that I am not only passing the test, but that I am certain in my answers.  If I want to guess at a question, I’d better admit a level of uncertainty and review the course material again. If everyone is uncertain on this same subject matter, perhaps the material was not presented well.  A highly confident answer that is wrong means that I need to pay closer attention and not rush judgment in the reliability of my answer. I will need to go back and review this material again. How does CBM help learners?  It encourages them to analyze all issues related to a question, not just the question alone.  It helps them gain confidence by contemplating and identifying the reliability of their answers.  It encourages them to analyze how much and how well they understand new concepts.  It helps them identify misconceptions about their knowledge, allowing them to reflect on the concepts and better understand their misconceptions.  It allows them to become active participants in the assessment process and, therefore, the learning process. 7 Page
  • 8. CREATE ACTIVE ASSESSMENTS WITH CBM The Organization’s Perspective Want to learn more about Why should your organization consider CBM as a strategy for assessing competence? Think about the following: Certainty-Based Marking? Visit the following sites:  It is risky to put high confidence / low knowledge employees in front of your customers or behind your products / machinery.  Perspective on Certainty-  You want your training program to assess learning, teaching and curriculum effectiveness with a Based Marking: This in- high level of reliability. depth audio interview with leading CBM  CBM challenges deeper knowledge; it goes beyond simple factual or associative learning. researcher, Tony  Using CBM reporting data, you will discover more about learners’ needs and can adjust instruction Gardner-Medwin, was to improve individual achievement and/or improve test questions. originally published at innovateonline.info. By encouraging higher level thinking (analysis, synthesis and evaluation), you develop a stronger, more competent workforce.  Activator Methods Online: Activator Methods Implementing CBM International has created a new way to Certainty-Based Marking is an excellent tool for a variety of question types and delivery methods. You can use CBM learn the fundamentals with multiple choice, true/false, matching, fill in the blank, short answer, multiple select and essay questions. With a bit of the Activator of custom programming and development work, you can establish the grading calculations and reporting to suit your Method using e-learning and CBM. individual needs. Before you roll out the tool and technology, however, be sure to plan an implementation and communication strategy. Learners must understand how to answer CBM questions and how to use the CBM information they receive to improve their assessment results. 8 Page
  • 9. CREATE ACTIVE ASSESSMENTS WITH CBM If you would like to learn more about Certainty-Based Marking, feel free to contact us. We’d love to tell you more about this innovative strategy and how it can improve your organization’s assessment processes. Michaels & Associates — where the tingling sensation in your mind means it's working. info@michaelsandassoc.com www.michaelsandassoc.com toll-free: 877-614-8440 9 Page