Application of the certainty-based marking method in legal education: an exploratory study in first-year law students

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dc.contributor.authorWong, Sulan
dc.contributor.authorRojas Mora, Julio
dc.date2020
dc.date.accessioned2021-04-30T16:40:38Z
dc.date.available2021-04-30T16:40:38Z
dc.description.abstractAs a disruptive strategy to the 'banking' tradition of legal education, this work presents the application of the Certainty-Based Marking (CBM) method in a compulsory first-year course of the law degree of a university in southern Chile during the 2018-2019 academic year. CBM seeks to move from merely 'remembering' knowledge to its 'evaluation'. Students must achieve this goal through a self-regulated learning (SRL) model. They should self-evaluate themselves through both internal and external feedback. The main statistic results obtained with an exact binomial test show that students apply both self-regulation and self-evaluation while selecting the level of confidence that maximizes their expected score. Likewise, through a mixed logistic model with random effects, controlling for fixed exam effects, there is confirmation that the probability of correctly responding questions has significant predictors such as feedback, the exam's length, and the level of certainty in the answer. In contrast, the student's gender is not a significant predictor, neither in isolation nor as an interaction term with other covariates.
dc.identifier.citationREVISTA DE PEDAGOGIA UNIVERSITARIA Y DIDACTICA DEL DERECHO,Vol.7,43-62,2020
dc.identifier.doi10.5354/0719-5885.2020.54762
dc.identifier.urihttp://repositoriodigital.uct.cl/handle/10925/3208
dc.language.isoes
dc.publisherUNIV CHILE. FAC DERECHO
dc.sourceREVISTA DE PEDAGOGIA UNIVERSITARIA Y DIDACTICA DEL DERECHO
dc.subject.englishLegal education
dc.subject.englishmetacognition
dc.subject.englishself-regulation
dc.subject.englishself-evaluation
dc.subject.englishfeedback
dc.subject.englishgender differences
dc.titleApplication of the certainty-based marking method in legal education: an exploratory study in first-year law students
dc.typeArticle
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