Course-Related
Self-Confidence Survey (Assesses
Awareness of Attitudes & Values)
WHEN
USING TECHNOLOGY: Estimated levels
of time/energy required to prepare,
to respond (students), and to analyze
is LOW
Description: Instructors
construct survey items to determine
students’ self-confidence in
domain-specific and/or course-specific
skills.
Purpose: Instructors
can use the results to structure the
lessons so that students build confidence,
which in turn increases motivation
and learning.
Procedure:
Focus
on skills or abilities that are important
to success in the course.
Create
survey questions or statements to
assess students’ self-confidence
in these areas. Be specific as possible.
Prepare
the survey to be display-ready by
writing it on the board, a transparency,
or digitally projected. It could
also be written on a half-sheet of
paper and distributed to the students.
It is important the prompts are presented
in writing. Do not only read the
question(s).
Have
students write their answers. It
is best if students do not write
their names, unless there is a very
good reason to know who wrote which
comments.
Example:
Course :
College Algebra
This survey
is to help both of us understand your
level of confidence in your math skills.
Please indicate how confident you feel
about your ability to do the various
kinds of problems listed below. Circle
the most accurate response for each.
Kinds
of Problems
Self-Confidence
in Your Ability to Do Them
Addition & Subtraction
Problems
None
Low
Medium
High
Multiplication
Problems
None
Low
Medium
High
Division
Problems
None
Low
Medium
High
Problems
involving fractions
None
Low
Medium
High
Problems
involving decimals
None
Low
Medium
High
Graphing
Problems
None
Low
Medium
High
Adaptations/Extensions:
Ask small
groups of students to discuss & compare
responses in order to make practical
suggestions for building competence & confidence.
Ask follow-up
questions about what classroom variables
affect students’ self-confidence
most directly and how might the variables
be modified to improve self-confidence.
Suggestions: Responding
to students’ feedback may take
longer than planning because questions
lead to other questions. Set clear
time limits. To temper expectations
and disappointment, let students know
you will not comment on everything.
If you cannot easily summarize
the topic in one sentence, do not ask
your students to do it.
References
and Resources:
Angelo,
T.A, and Cross, K.P. (1993). Classroom assessment
techniques: A handbook for college teachers (2
nd ed.). San Francisco: Jossey-Bass.
