Certainty-Based Marking (CBM) is an assessment strategy that evaluates not only the correctness of student responses but also the confidence with which those responses are given. This dual-layer approach aims to enhance metacognitive engagement while discouraging random guessing. The use of CBM also has an important social advantage, as students are systematically encouraged to evaluate their own knowledge when answering multiple-choice questions with confidence levels. This fits in with the idea of “confidence-based learning”, of which CBM is a part. The present session will present key findings from a cross-sectional study involving 316 first-year students enrolled in the first course of different bachelor programmes. Using a mixed-methods design, self-reported perceptions of CBM were collected via structured digital questionnaires and linked to anonymized academic performance, realism (accuracy of self-assessment), and centering (self-assessment bias). Statistical analyses identified significant associations between outcomes and variables such as academic background, self-confidence, and stress, while gender, home language, and family background showed no significant effects. These pilot results suggest that CBM might serve as a relatively inclusive assessment format. The session will translate these empirical findings into an engaging, 15-minute visual narrative combining infographics, animated explainers, and comic strip case studies to illustrate the mechanics and pedagogical implications of CBM. Attendees will leave with an evidence-based understanding of CBM’s strengths, limitations, and implementation considerations, as well as practical guidance for fostering inclusivity through assessment design.