Investigating the differences between confidence ratings in the answer and reason tiers in fourth graders via online four-tier test. (March 2022)

• Record Type: Journal Article
• Authors: Yang, Der-Ching
• Is Part Of: Studies in educational evaluation. Volume 72(2022)
• Publication Date: 2022-03
• Subjects: Confidence index -- Fourth grade -- Four-tier test -- Number sense; Curriculum evaluation -- Periodicals; Educational tests and measurements -- Periodicals; Programmes d'études -- Evaluation -- Périodiques; Tests et mesures en éducation -- Périodiques; 375.006
• DOI: 10.1016/j.stueduc.2022.101127
• Languages: English
• ISSNs: 0191-491X

Abstract

Highlights: Students had significantly higher confidence on the reason than on the answer tier. Students had higher confidence in the correct than the incorrect answers and reasons. Students' strong significant misconceptions can be discovered via the 4TNST. Abstract: In this study, the author enrolled 982 fourth graders in Taiwan to investigate the differences (a) in confidence ratings between the answer and reason tier and (b) between students who provided correct and incorrect responses. This study administered a four-tier number sense test comprising an answer, confidence, reason, and confidence tier (the first, second, third, and fourth tier, respectively). The students had significantly higher confidence ratings on the reason tier than on the answer tier both for each number sense component and on the entire test. Approximately 87 % of the students selected equal confidence ratings in both tiers, and 8% had higher confidence ratings in the reason tier than in the answer tier. The results indicate that the students had significant misconceptions in 4 out of 32 questions in the answer tier and 11 out of 32 questions in the reason tier. These results have considerable implications for researchers and educators.