TY - JOUR ID - 3105 TI - Comparing confidence-based and conventional scoring methods: The case of an English grammar class JO - Teaching English as a Second Language Quarterly (Formerly Journal of Teaching Language Skills) JA - TESL LA - en SN - AU - Salehi, Masoomeh AU - Sadighi, Firooz AU - Bagheri, Mohammad Sadegh AD - Islamic Azad University, Shiraz Branch AD - Islamic Azad University, Shiraz Branch, English Department Y1 - 2015 PY - 2015 VL - 33 IS - 4 SP - 123 EP - 152 KW - confidence-based assessment KW - summative assessment KW - scoring method DO - 10.22099/jtls.2015.3105 N2 - This study aimed at investigating the reliability, predictive validity, and self-esteem and gender bias of confidence-based scoring. This is a method of scoring in which the test takers receive a positive or negative point based on their rating of their confidence in an answer. The participants, who were 49 English-major students taking their grammar course, were given 8 multiple-choice tests during the semester. These tests were scored both conventionally and in a confidence-based manner, and the reliabilities of these two score sets were compared. Each score set was correlated with the final exam scores to compare their predictive validity. Gender and self-esteem bias of the confidence-based scores of the eight tests were also calculated. The results showed that there was no difference between the reliabilities of the two sets of scores. Confidence-based scores had better predictive validity than conventional scores, but this difference was not significant. Confidence-based scores were not biased against a specific gender and specific levels of self-esteem. The conclusion is that confidence-based scoring is as good as conventional scoring and the choice between these two scoring methods depends on the teacher’s discretion and the teaching context. UR - https://tesl.shirazu.ac.ir/article_3105.html L1 - https://tesl.shirazu.ac.ir/article_3105_f12428f95f7587c998d08fcd1170f24f.pdf ER -