it was perceived that there was lots of x- inefficiency in the organisations the government wanted to discourage competition the firms were unprofitable How confident are you that you know the answer to our questions? A A B B C C Click here to start Confidence Based Marking Confidence Based Marking Instructions

Syria 2) Which of the following countries is no longer considered by the USA to be a rogue state? Click here for answer A A B B C C

Syria 2) Which of the following countries is no longer considered by the USA to be a rogue state? Click for next question A LMH 123 B LMH C LMH A A B B C C

QuestionCorrect answerIncorrect answer 1Incorrect answer 2 The description “a state that poses a threat to international peace and stability” is a definition of what? A rogue stateA pariah stateA failed state Which of the following countries is no longer considered by the USA to be a rogue state? AfghanistanSyriaSudan Which political scientist famously reinvigorated the use of the phrase “clash of civilisations”? Samuel HuntingtonVernon BogdanorFrancis Fukuyama Which of the following is not a type of conflict, according to Huntington’s Clash of Civilisations thesis? BandwagoningFault-line ConflictCore State Conflict In which country have there been more casualties of war in 2015 already than in 2014? AfghanistanSyriaIraq Since the 1990s, what is the average annual number of civil wars taking place around the world? What was the official name for George W. Bush’s military intervention in Afghanistan? Operation Enduring Freedom Operation Active Endeavour Operation Inherent Resolve What is the War on Terror also known as? The Global War on Terrorism (GWOT) Reality Check George W Bush’s Crusade What was the value of the bounty placed on Osama bin Laden’s head by the FBI? $25m$76m$100m What is the translation of Al-Qaeda?The BaseThe EndThe War 3 CBM (Confidence Based Marking) This approach is take from Gardner-Medwins ‘Confidence Base Marking – towards deeper learning and better exam results In CBM students not only select the answer but they also rate their confidence on a three-point scale (C= 1, 2 or 3)

CBM (Confidence Based Marking) Accuracy and confidence therefore determine the mark as shown in the table below: When the answer is correct the mark depends on the confidence level (M= 1, 2 or 3). If the answer is wrong, then the higher the confidence level the higher the penalty (-2 at C=2 and -6 at C=3). Degree of certaintyLowMediumHigh Mark if correct123 Penalty if wrong0-2-6

CBM – Why do it? This procedure encourages students to think deeply about their own knowledge and about whether they have a reliable reason for choosing the answer. In effect, students must be able to justify their answer (internally) before it is sensible to risk a penalty for high confidence. By rating their confidence students are forced to reflect on the soundness of their answer and assess their own reasoning Regular use of this procedure both formatively and in mock exams increases students confidence in their knowledge CBM doesn’t require collecting or analysing the reasons underlying students’answers CBM (Confidence Based Marking)

Teacher Instructions Preparation: Input questions and possible answers into the table on slide 4. Invite students to note their answers and score by drawing a quick table that resembles this (creating as many rows as the teacher wishes – up to 10 questions can be asked) or use the sheet on slide 10: No.AnswerConfidence (H,M,L) Score 1 …. 10 Teacher Instructions Start the slideshow from slide 1 – remember to enable macros and play in Slideshow mode. Also remember to turn up the volume on your speakers! Students can either work individually or in teams.

Teacher Instructions Explain the purpose and the format of the quiz. As well as attempting to answer the question the student is also stating their level of confidence in their answer. They are rewarded for showing a high level of confidence by gaining a higher score but will also be punished more if they get their answer wrong. The scoring system works like this: ConfidenceCorrect ScoreIncorrect Score High3-6 Medium2-2 Low10

Teacher Instructions When ready, click on ‘Click here to start’. The first question will appear. After a few moments, the elevator doors will open and three possible answers will be revealed. Ask students to decide on which answer they think is correct and their confidence level. They should note their answer (and confidence level) on their table. When ready click on ‘Click here for answer’. The doors to the correct lift will remain open and the two incorrect answers will close. Students should use the key on the screen to record their score. Click on ‘Click for next question’ to move on to the next question. Repeat this process for as many questions as have been set. Teaching strategy: At the end of each question (after revealing the correct answer), ask students about their progress. Find out how confident they were with their answers and discuss why this confidence level was either low or high (but possibly incorrect!).

Student answer sheet Question No.AnswerConfidence (H,M,L) Score Total: Student Answer Sheet