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Confidence-based learning
Confidence-Based Learning, CBL, measures the correctness of a learner's knowledge and confidence in that knowledge. It is designed to increase retention and minimize the effects of guessing, which can skew the results of traditional single-score assessments. It distinguishes between what individuals ''think'' and ''actually know''.
The measurement allows creating a customized learning plan for each learner. The process, similar to quality improvement processes such as Six Sigma, continues until the learner achieves total mastery – defined as validly achieving confidence and correctness for 100% of the content twice in a row. Mastery leads to putting the knowledge into practice.
==History ==
The Confidence-Based Learning Methodology is a culmination of more than 70 years of academic, commercial, and governmental research into the connection between confidence, correctness, retention, and learning. The first academic paper on the subject was written in 1932 and asserted that measuring confidence and knowledge was a better predictor of performance than measuring knowledge alone, which can be prone to guesswork.〔A method of correcting for guessing in true-false tests and empirical evidence in support of it." ''Journal of Social Psychology'', 3 (1932): 359-362.)〕
Extensive research and technological advances ultimately led to further development of the methodology in measuring confidence and correctness.
抄文引用元・出典: フリー百科事典『 ウィキペディア（Wikipedia）』
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