Confidence-Weighting and the Validity of Achievement Tests

Abstract

Investigated was the criterion validity of confidence-testing as applied to a multiple-choice test in introductory psychology. Examinees made confidence judgements in addition to choosing the correct alternative. The test was scored conventionally with a penalty for guessing and again using confidence-weightings. Over-all achievement for the academic year in psychology was the criterion for validity. There was greater reliability but no improvement in validity. High test anxiety was associated with low confidence and poor achievement.