An experience using degrees of certitude

Editor's Notes

• #3: The vet faculty is part of Liege university which laid south off Liege town, on a hill, in the middle of the woods. I have been graduated as a vet surgeon in 1993. In 1999 I’ve been offered a position in reproduction of large animals. The teaching happens in 5th out of 6 year of formation. 75 percent of student are girls. Only 10% pay some interest to cattle and horses.
• #4: The vet faculty is part of Liege university which laid south off Liege town, on a hill, in the middle of the woods. I have been graduated as a vet surgeon in 1993. In 1999 I’ve been offered a position in reproduction of large animals. The teaching happens in 5th out of 6 year of formation. 75 percent of student are girls. Only 10% pay some interest to cattle and horses.
• #5: The vet faculty is part of Liege university which laid south off Liege town, on a hill, in the middle of the woods. I have been graduated as a vet surgeon in 1993. In 1999 I’ve been offered a position in reproduction of large animals. The teaching happens in 5th out of 6 year of formation. 75 percent of student are girls. Only 10% pay some interest to cattle and horses.
• #6: The vet faculty is part of Liege university which laid south off Liege town, on a hill, in the middle of the woods. I have been graduated as a vet surgeon in 1993. In 1999 I’ve been offered a position in reproduction of large animals. The teaching happens in 5th out of 6 year of formation. 75 percent of student are girls. Only 10% pay some interest to cattle and horses.
• #7: My presentation will be divided in 4 parts, the main one being the presentation of the tool.
• #8: My presentation will be divided in 4 parts, the main one being the presentation of the tool.
• #9: My presentation will be divided in 4 parts, the main one being the presentation of the tool.
• #10: My presentation will be divided in 4 parts, the main one being the presentation of the tool.
• #11: Nowl 1991 workflow: to do all three in a row
• #12: Nowl 1991 workflow: to do all three in a row
• #13: Nowl 1991 workflow: to do all three in a row
• #14: Nowl 1991 workflow: to do all three in a row
• #15: Nowl 1991 workflow: to do all three in a row
• #31: Confidence marking consists in asking to a student to add a Degree of Certainty (DC) to each answer to a test
• #32: Confidence marking consists in asking to a student to add a Degree of Certainty (DC) to each answer to a test
• #33: Confidence marking consists in asking to a student to add a Degree of Certainty (DC) to each answer to a test
• #34: Confidence marking consists in asking to a student to add a Degree of Certainty (DC) to each answer to a test
• #35: Confidence marking consists in asking to a student to add a Degree of Certainty (DC) to each answer to a test
• #36: Confidence marking consists in asking to a student to add a Degree of Certainty (DC) to each answer to a test
• #37: Confidence marking consists in asking to a student to add a Degree of Certainty (DC) to each answer to a test
• #38: Confidence marking consists in asking to a student to add a Degree of Certainty (DC) to each answer to a test
• #39: Confidence marking consists in asking to a student to add a Degree of Certainty (DC) to each answer to a test
• #40: Confidence marking consists in asking to a student to add a Degree of Certainty (DC) to each answer to a test
• #41: Confidence marking consists in asking to a student to add a Degree of Certainty (DC) to each answer to a test
• #42: Confidence marking consists in asking to a student to add a Degree of Certainty (DC) to each answer to a test
• #43: Confidence marking consists in asking to a student to add a Degree of Certainty (DC) to each answer to a test
• #44: Confidence marking consists in asking to a student to add a Degree of Certainty (DC) to each answer to a test
• #45: Confidence marking consists in asking to a student to add a Degree of Certainty (DC) to each answer to a test
• #46: Confidence marking consists in asking to a student to add a Degree of Certainty (DC) to each answer to a test
• #47: Confidence marking consists in asking to a student to add a Degree of Certainty (DC) to each answer to a test
• #49: First course: test on the prerequisite, mainly physiology and anatomy. Formative test meaning that the score will not influence the final score of the student M stands for metacognition analysis and regulation. Judgment occurs during the test. Certification test means that the test -if taken- will influence the final score.
• #50: First course: test on the prerequisite, mainly physiology and anatomy. Formative test meaning that the score will not influence the final score of the student M stands for metacognition analysis and regulation. Judgment occurs during the test. Certification test means that the test -if taken- will influence the final score.
• #51: First course: test on the prerequisite, mainly physiology and anatomy. Formative test meaning that the score will not influence the final score of the student M stands for metacognition analysis and regulation. Judgment occurs during the test. Certification test means that the test -if taken- will influence the final score.
• #52: First course: test on the prerequisite, mainly physiology and anatomy. Formative test meaning that the score will not influence the final score of the student M stands for metacognition analysis and regulation. Judgment occurs during the test. Certification test means that the test -if taken- will influence the final score.
• #53: First course: test on the prerequisite, mainly physiology and anatomy. Formative test meaning that the score will not influence the final score of the student M stands for metacognition analysis and regulation. Judgment occurs during the test. Certification test means that the test -if taken- will influence the final score.
• #54: First course: test on the prerequisite, mainly physiology and anatomy. Formative test meaning that the score will not influence the final score of the student M stands for metacognition analysis and regulation. Judgment occurs during the test. Certification test means that the test -if taken- will influence the final score.
• #55: First course: test on the prerequisite, mainly physiology and anatomy. Formative test meaning that the score will not influence the final score of the student M stands for metacognition analysis and regulation. Judgment occurs during the test. Certification test means that the test -if taken- will influence the final score.
• #56: First course: test on the prerequisite, mainly physiology and anatomy. Formative test meaning that the score will not influence the final score of the student M stands for metacognition analysis and regulation. Judgment occurs during the test. Certification test means that the test -if taken- will influence the final score.
• #57: First course: test on the prerequisite, mainly physiology and anatomy. Formative test meaning that the score will not influence the final score of the student M stands for metacognition analysis and regulation. Judgment occurs during the test. Certification test means that the test -if taken- will influence the final score.
• #58: First course: test on the prerequisite, mainly physiology and anatomy. Formative test meaning that the score will not influence the final score of the student M stands for metacognition analysis and regulation. Judgment occurs during the test. Certification test means that the test -if taken- will influence the final score.
• #59: First course: test on the prerequisite, mainly physiology and anatomy. Formative test meaning that the score will not influence the final score of the student M stands for metacognition analysis and regulation. Judgment occurs during the test. Certification test means that the test -if taken- will influence the final score.
• #60: First course: test on the prerequisite, mainly physiology and anatomy. Formative test meaning that the score will not influence the final score of the student M stands for metacognition analysis and regulation. Judgment occurs during the test. Certification test means that the test -if taken- will influence the final score.
• #61: First course: test on the prerequisite, mainly physiology and anatomy. Formative test meaning that the score will not influence the final score of the student M stands for metacognition analysis and regulation. Judgment occurs during the test. Certification test means that the test -if taken- will influence the final score.
• #62: First course: test on the prerequisite, mainly physiology and anatomy. Formative test meaning that the score will not influence the final score of the student M stands for metacognition analysis and regulation. Judgment occurs during the test. Certification test means that the test -if taken- will influence the final score.
• #63: Students are free to take the certification tests or not to. If they do the score of the test will influence the final score by a weight of 15% for C1 and 35% for C2. The remaining percentage to reach 100% is devoted to the oral examination. Should a student succeed both certification test then he/she is allowed either to keep that score or to take the oral exam to make it better... or not the weight of the oral remaining 50% at least.
• #64: Students are free to take the certification tests or not to. If they do the score of the test will influence the final score by a weight of 15% for C1 and 35% for C2. The remaining percentage to reach 100% is devoted to the oral examination. Should a student succeed both certification test then he/she is allowed either to keep that score or to take the oral exam to make it better... or not the weight of the oral remaining 50% at least.
• #65: Students are free to take the certification tests or not to. If they do the score of the test will influence the final score by a weight of 15% for C1 and 35% for C2. The remaining percentage to reach 100% is devoted to the oral examination. Should a student succeed both certification test then he/she is allowed either to keep that score or to take the oral exam to make it better... or not the weight of the oral remaining 50% at least.
• #66: Students are free to take the certification tests or not to. If they do the score of the test will influence the final score by a weight of 15% for C1 and 35% for C2. The remaining percentage to reach 100% is devoted to the oral examination. Should a student succeed both certification test then he/she is allowed either to keep that score or to take the oral exam to make it better... or not the weight of the oral remaining 50% at least.
• #67: Students are free to take the certification tests or not to. If they do the score of the test will influence the final score by a weight of 15% for C1 and 35% for C2. The remaining percentage to reach 100% is devoted to the oral examination. Should a student succeed both certification test then he/she is allowed either to keep that score or to take the oral exam to make it better... or not the weight of the oral remaining 50% at least.
• #68: Students are free to take the certification tests or not to. If they do the score of the test will influence the final score by a weight of 15% for C1 and 35% for C2. The remaining percentage to reach 100% is devoted to the oral examination. Should a student succeed both certification test then he/she is allowed either to keep that score or to take the oral exam to make it better... or not the weight of the oral remaining 50% at least.
• #69: Not to answer when you don’t know in every day situation is recommended. Not to answer during an exam after teaching, notes, time for questions, training and so on has been given is a completely different situation
• #70: Not to answer when you don’t know in every day situation is recommended. Not to answer during an exam after teaching, notes, time for questions, training and so on has been given is a completely different situation
• #71: our hypothesis is It is based on 3 years of data collection using confidence marking and on a survey...
• #73: and a survey in which we asked to our student the following question. We had 369 answers in which 42% of the student admit that they use the described strategy (maybe not all the time and maybe other strategies)
• #74: and a survey in which we asked to our student the following question. We had 369 answers in which 42% of the student admit that they use the described strategy (maybe not all the time and maybe other strategies)
• #75: and a survey in which we asked to our student the following question. We had 369 answers in which 42% of the student admit that they use the described strategy (maybe not all the time and maybe other strategies)
• #76: This is the empty of results spreadsheet the student receives. This sheet shows the global view of all tests. Help is provided with 1. a small step by step user guide, 2. cells that must be filled contain what is expected in terms of contents, 3. values that are computed are explained for both how they are computed and how to analyze then, and 4. a specific sheet contains all information in text. Each of the 5 test has also its own sheet for the student to type their comments.
• #77: This is the empty of results spreadsheet the student receives. This sheet shows the global view of all tests. Help is provided with 1. a small step by step user guide, 2. cells that must be filled contain what is expected in terms of contents, 3. values that are computed are explained for both how they are computed and how to analyze then, and 4. a specific sheet contains all information in text. Each of the 5 test has also its own sheet for the student to type their comments.
• #78: This is the empty of results spreadsheet the student receives. This sheet shows the global view of all tests. Help is provided with 1. a small step by step user guide, 2. cells that must be filled contain what is expected in terms of contents, 3. values that are computed are explained for both how they are computed and how to analyze then, and 4. a specific sheet contains all information in text. Each of the 5 test has also its own sheet for the student to type their comments.
• #79: This is the empty of results spreadsheet the student receives. This sheet shows the global view of all tests. Help is provided with 1. a small step by step user guide, 2. cells that must be filled contain what is expected in terms of contents, 3. values that are computed are explained for both how they are computed and how to analyze then, and 4. a specific sheet contains all information in text. Each of the 5 test has also its own sheet for the student to type their comments.
• #80: This is the empty of results spreadsheet the student receives. This sheet shows the global view of all tests. Help is provided with 1. a small step by step user guide, 2. cells that must be filled contain what is expected in terms of contents, 3. values that are computed are explained for both how they are computed and how to analyze then, and 4. a specific sheet contains all information in text. Each of the 5 test has also its own sheet for the student to type their comments.
• #81: This is the empty of results spreadsheet the student receives. This sheet shows the global view of all tests. Help is provided with 1. a small step by step user guide, 2. cells that must be filled contain what is expected in terms of contents, 3. values that are computed are explained for both how they are computed and how to analyze then, and 4. a specific sheet contains all information in text. Each of the 5 test has also its own sheet for the student to type their comments.
• #82: This is the empty of results spreadsheet the student receives. This sheet shows the global view of all tests. Help is provided with 1. a small step by step user guide, 2. cells that must be filled contain what is expected in terms of contents, 3. values that are computed are explained for both how they are computed and how to analyze then, and 4. a specific sheet contains all information in text. Each of the 5 test has also its own sheet for the student to type their comments.
• #83: This is the empty of results spreadsheet the student receives. This sheet shows the global view of all tests. Help is provided with 1. a small step by step user guide, 2. cells that must be filled contain what is expected in terms of contents, 3. values that are computed are explained for both how they are computed and how to analyze then, and 4. a specific sheet contains all information in text. Each of the 5 test has also its own sheet for the student to type their comments.
• #84: This is the empty of results spreadsheet the student receives. This sheet shows the global view of all tests. Help is provided with 1. a small step by step user guide, 2. cells that must be filled contain what is expected in terms of contents, 3. values that are computed are explained for both how they are computed and how to analyze then, and 4. a specific sheet contains all information in text. Each of the 5 test has also its own sheet for the student to type their comments.
• #85: This is the empty of results spreadsheet the student receives. This sheet shows the global view of all tests. Help is provided with 1. a small step by step user guide, 2. cells that must be filled contain what is expected in terms of contents, 3. values that are computed are explained for both how they are computed and how to analyze then, and 4. a specific sheet contains all information in text. Each of the 5 test has also its own sheet for the student to type their comments.
• #86: The student pasts the results into the spredsheet that compute some cognitive and metacognitive performance indicators and draws 2 graphs the first one being...
• #87: The student pasts the results into the spredsheet that compute some cognitive and metacognitive performance indicators and draws 2 graphs the first one being...
• #88: The student pasts the results into the spredsheet that compute some cognitive and metacognitive performance indicators and draws 2 graphs the first one being...
• #89: The student pasts the results into the spredsheet that compute some cognitive and metacognitive performance indicators and draws 2 graphs the first one being...
• #90: The spectral distribution of answers. On the why axis numbers of answers are plotted. On the EX axis are plotted from left to right the incorrect answers with their associated confidence from 100% (written -100) down to zero. Then there is a bar for the number of question without answers. Finally the correct answers are plotted with their associated confidence from 0% up to 100%. How should the students interpret this graph? Jans has based her first idea based on a paper from...
• #91: The spectral distribution of answers. On the why axis numbers of answers are plotted. On the EX axis are plotted from left to right the incorrect answers with their associated confidence from 100% (written -100) down to zero. Then there is a bar for the number of question without answers. Finally the correct answers are plotted with their associated confidence from 0% up to 100%. How should the students interpret this graph? Jans has based her first idea based on a paper from...
• #92: The spectral distribution of answers. On the why axis numbers of answers are plotted. On the EX axis are plotted from left to right the incorrect answers with their associated confidence from 100% (written -100) down to zero. Then there is a bar for the number of question without answers. Finally the correct answers are plotted with their associated confidence from 0% up to 100%. How should the students interpret this graph? Jans has based her first idea based on a paper from...
• #93: The spectral distribution of answers. On the why axis numbers of answers are plotted. On the EX axis are plotted from left to right the incorrect answers with their associated confidence from 100% (written -100) down to zero. Then there is a bar for the number of question without answers. Finally the correct answers are plotted with their associated confidence from 0% up to 100%. How should the students interpret this graph? Jans has based her first idea based on a paper from...
• #94: The spectral distribution of answers. On the why axis numbers of answers are plotted. On the EX axis are plotted from left to right the incorrect answers with their associated confidence from 100% (written -100) down to zero. Then there is a bar for the number of question without answers. Finally the correct answers are plotted with their associated confidence from 0% up to 100%. How should the students interpret this graph? Jans has based her first idea based on a paper from...
• #95: The spectral distribution of answers. On the why axis numbers of answers are plotted. On the EX axis are plotted from left to right the incorrect answers with their associated confidence from 100% (written -100) down to zero. Then there is a bar for the number of question without answers. Finally the correct answers are plotted with their associated confidence from 0% up to 100%. How should the students interpret this graph? Jans has based her first idea based on a paper from...
• #96: The spectral distribution of answers. On the why axis numbers of answers are plotted. On the EX axis are plotted from left to right the incorrect answers with their associated confidence from 100% (written -100) down to zero. Then there is a bar for the number of question without answers. Finally the correct answers are plotted with their associated confidence from 0% up to 100%. How should the students interpret this graph? Jans has based her first idea based on a paper from...
• #97: The spectral distribution of answers. On the why axis numbers of answers are plotted. On the EX axis are plotted from left to right the incorrect answers with their associated confidence from 100% (written -100) down to zero. Then there is a bar for the number of question without answers. Finally the correct answers are plotted with their associated confidence from 0% up to 100%. How should the students interpret this graph? Jans has based her first idea based on a paper from...
• #98: Darwin Hunt (1993) suggested to distinguish between three types of knowledge situations in which a person can be in relation to a piece of content : “misinformed, uninformed, informed”.
• #99: Darwin Hunt (1993) suggested to distinguish between three types of knowledge situations in which a person can be in relation to a piece of content : “misinformed, uninformed, informed”.
• #100: Darwin Hunt (1993) suggested to distinguish between three types of knowledge situations in which a person can be in relation to a piece of content : “misinformed, uninformed, informed”.
• #101: Darwin Hunt (1993) suggested to distinguish between three types of knowledge situations in which a person can be in relation to a piece of content : “misinformed, uninformed, informed”.
• #102: Based on Hunt (1993) suggestion Jans adapted the spectral distribution She also changed the namer of the 3 types of knowledge to allow students to understand in an easier way into...
• #103: Based on Hunt (1993) suggestion Jans adapted the spectral distribution She also changed the namer of the 3 types of knowledge to allow students to understand in an easier way into...
• #104: Based on Hunt (1993) suggestion Jans adapted the spectral distribution She also changed the namer of the 3 types of knowledge to allow students to understand in an easier way into...
• #105: Based on Hunt (1993) suggestion Jans adapted the spectral distribution She also changed the namer of the 3 types of knowledge to allow students to understand in an easier way into...
• #106: Based on Hunt (1993) suggestion Jans adapted the spectral distribution She also changed the namer of the 3 types of knowledge to allow students to understand in an easier way into...
• #107: Based on Hunt (1993) suggestion Jans adapted the spectral distribution She also changed the namer of the 3 types of knowledge to allow students to understand in an easier way into...
• #108: 3 types. This was ok but we thaught that the zone from -50 to +50 was really wide and so we used what Leclercq...
• #109: 3 types. This was ok but we thaught that the zone from -50 to +50 was really wide and so we used what Leclercq...
• #110: 3 types. This was ok but we thaught that the zone from -50 to +50 was really wide and so we used what Leclercq...
• #111: define, keeping the two extreme zone but adding unawarness where knowledge progress are needed and mid-knowledge where the answers are right but progress in metacognitive judgment are needed.
• #112: define, keeping the two extreme zone but adding unawarness where knowledge progress are needed and mid-knowledge where the answers are right but progress in metacognitive judgment are needed.
• #113: define, keeping the two extreme zone but adding unawarness where knowledge progress are needed and mid-knowledge where the answers are right but progress in metacognitive judgment are needed.
• #114: define, keeping the two extreme zone but adding unawarness where knowledge progress are needed and mid-knowledge where the answers are right but progress in metacognitive judgment are needed.
• #115: define, keeping the two extreme zone but adding unawarness where knowledge progress are needed and mid-knowledge where the answers are right but progress in metacognitive judgment are needed.
• #116: define, keeping the two extreme zone but adding unawarness where knowledge progress are needed and mid-knowledge where the answers are right but progress in metacognitive judgment are needed.
• #117: define, keeping the two extreme zone but adding unawarness where knowledge progress are needed and mid-knowledge where the answers are right but progress in metacognitive judgment are needed.
• #118: define, keeping the two extreme zone but adding unawarness where knowledge progress are needed and mid-knowledge where the answers are right but progress in metacognitive judgment are needed.
• #119: define, keeping the two extreme zone but adding unawarness where knowledge progress are needed and mid-knowledge where the answers are right but progress in metacognitive judgment are needed.
• #120: We also asked our student to comment a second graph
• #121: the distance between the ideal realism line and the reached score in the 40% class
• #122: the distance between the ideal realism line and the reached score in the 40% class
• #123: the distance between the ideal realism line and the reached score in the 40% class