Abstract

As a disruptive strategy to the "banking" tradition of legal education, this work presents the application of the Certainty-Based Marking (CBM) method in a compulsory first-year course of the law degree of a university in southern Chile during the 2018-2019 academic year. CBM seeks to move from merely "remembering" knowledge to its "evaluation". Students must achieve this goal through a self-regulated learning (SRL) model. They should self-evaluate themselves through both internal and external feedback. The main statistic results obtained with an exact binomial test show that students apply both self-regulation and self-evaluation while selecting the level of confidence that maximizes their expected score. Likewise, through a mixed logistic model with random effects, controlling for fixed exam effects, there is confirmation that the probability of correctly responding questions has significant predictors such as feedback, the exam's length, and the level of certainty in the answer. In contrast, the student's gender is not a significant predictor, neither in isolation nor as an interaction term with other covariates.