Monthly Archives: May 2013

Same assignment, different students 3

You’ll be getting the idea… The figures below show, for each question, the number of students who got it right at first attempt (yellow), second attempt (green), third attempt (blue), or not at all (maroon). So the total height of each bar … Continue reading

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Quote of the day

This one comes from Carl Wieman who won the Nobel Prize for physics in 2001. I’ll start with a quote which gives the broader flavour of the paper: [pg10] [we should] ‘approach the teaching of science like a science. That … Continue reading

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Same assignment, different students 2

Following on from my previous post, take a look at the two figures below. They show how students’ overall score on an iCMA varied with the date they submitted. These figures are for the same two assignments as in the … Continue reading

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Same assignment, different students

I’ve written quite a lot previously about what you can learn about student misunderstandings and student engagement by looking at their use of computer-marked assiggnments. See my posts under ‘question analysis’ and ‘student engagement’. Recently, I had cause to take … Continue reading

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Quote of the day

I’m not sure about the detail of this one, but as a physicist I couldn’t resist the analogy between quantum mechanics and the testing effect! ‘The testing effect represents a conundrum, a small version of the Heisenberg uncertainty principle in … Continue reading

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Quote of the day

‘Assessment is a moral activity. What we choose to assess and how shows quite starkly what we value.’ Knight, P. (ed) (1995) Assessment for learning in Higher Education. Kogan Page in association with SEDA. pg13 (introduction)

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