Adding confidence to knowledge

Ludwika Aniela Goodson, Don Slater, Yvonne Zubovic


This paper reviews knowledge surveys as a best practice in assessment and illustrates how this assessment tool was used to compare teaching methods and its value to students during a 5-year study. The goal was to improve assessment, active learning, and course design. On each survey, students rated a type of confidence known as self-efficacy before and after instruction, used the survey as a study guide during instruction, and rated its value at the end of the course. Results showed gains in self-efficacy (p<.001), high value for the survey experience, and differences in scores across teaching methods (p<.001).


knowledge survey confidence; self-efficacy; active learning; assessment; pedagogy; teaching methods

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ISSN 1527-9316