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 assessment measurement and applies it to a novel field, that of literature terms and concepts for students of English as a Foreign Language, by developing a unique two-dimensional implicit confidence measurement rubric. An analysis of student performance on a confidence weighted exam allows instructors to see in which specific areas student knowledge was clear or where misconceptions occurred and encourage the development of metacognition strategies by students.