I mean, I personally was quite overconfident on the first midterm. ;) The primary reason was explicitly thinking it through and deciding that I wasn’t risk-neutral when it came to points; I cared more about having ‘the highest score’ than maximizing my expected score.
It also takes a bit longer to process questions; rather than just bubbling in a single oval, you have to think about how you want to budget your probability for each question, and it’s slightly harder for the teacher to process answers to get grades. But I think it more than pays for itself in the increased expressiveness.
If you have a digital exam, this works fine; if you want students to write things with pencil and paper, then you need to somehow turn the pencil marks into numbers that can be plugged into a simple spreadsheet.
I mean, I personally was quite overconfident on the first midterm. ;) The primary reason was explicitly thinking it through and deciding that I wasn’t risk-neutral when it came to points; I cared more about having ‘the highest score’ than maximizing my expected score.
It also takes a bit longer to process questions; rather than just bubbling in a single oval, you have to think about how you want to budget your probability for each question, and it’s slightly harder for the teacher to process answers to get grades. But I think it more than pays for itself in the increased expressiveness.
It being harder for the teacher to process seems to be a feature of bad software support. Ideally you would want to automate the whole process.
If you have a digital exam, this works fine; if you want students to write things with pencil and paper, then you need to somehow turn the pencil marks into numbers that can be plugged into a simple spreadsheet.