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Item-specific confidence weighting measures have been used previously to assess misconceptions in student learning of scientific theory in the form of concept inventories. These measures are usually used in a testing format, with students indicating not only their answer (as in a standard test), but indicating how confident they are in each answer. This allows the instructor to gauge how confidently they understand (or misunderstand) certain concepts. This paper takes that type of assessmentdoi:10.20431/2347-3134.0612002 fatcat:kybskothy5evpaspc6klhikmyq