Re: [tips] PLOS ONE: Daily Online Testing in Large Classes: Boosting College Performance while Reducing Achievement Gaps
I have an idea. Every class meeting is nothing but exam and assessment from start to finish. More must be better, right? More seriously: do we know the optimum ratio of testing to learning objectives covered? At what point are there diminishing returns? Paul Sent from my iPhone On Nov 21, 2013, at 9:12 PM, Christopher Green chri...@yorku.ca wrote: As though you didn't have enough people telling you how to teach already. Still, interesting finding. http://www.plosone.org/article/info%3Adoi%2F10.1371%2Fjournal.pone.0079774?utm_source=feedburnerutm_medium=feedutm_campaign=Feed%3A+plosone%2FPLoSONE+%28PLOS+ONE+Alerts%3A+New+Articles%29 Chris ... Christopher D Green Department of Psychology York University Toronto, ON M6C 1G4 chri...@yorku.ca http://www.yorku.ca/christo --- You are currently subscribed to tips as: pcbernha...@frostburg.edu. To unsubscribe click here: http://fsulist.frostburg.edu/u?id=13441.4e79e96ebb5671bdb50111f18f263003n=Tl=tipso=30349 or send a blank email to leave-30349-13441.4e79e96ebb5671bdb50111f18f263...@fsulist.frostburg.edu --- You are currently subscribed to tips as: arch...@jab.org. To unsubscribe click here: http://fsulist.frostburg.edu/u?id=13090.68da6e6e5325aa33287ff385b70df5d5n=Tl=tipso=30360 or send a blank email to leave-30360-13090.68da6e6e5325aa33287ff385b70df...@fsulist.frostburg.edu
[tips] The Canadian aboutand out
What is so funny about how Canadians pronounce those two words?Are they similar to Australian creole?michael --- You are currently subscribed to tips as: arch...@jab.org. To unsubscribe click here: http://fsulist.frostburg.edu/u?id=13090.68da6e6e5325aa33287ff385b70df5d5=T=tips=30368 (It may be necessary to cut and paste the above URL if the line is broken) or send a blank email to leave-30368-13090.68da6e6e5325aa33287ff385b70df...@fsulist.frostburg.edu
Re: [tips] The Canadian aboutand out
Michael: Be mindful of incorrect stereotypes based on media characterizations. Have you personally ever heard a Canadian pronounce these words differently than you would? Along these lines, most fellow Canadians to whom I have spoken have said that last weekend's Saturday Night Live sketch ( http://www.youtube.com/watch?v=kR4Futs1SbI )characterizing Toronto Mayor Rob Ford was humorous not due to its content but rather the terrible Canadian accents which the actors adopted. Most of us felt that the accent sounded like it came from Minnesota or North Dakota; it seemed as if Rob Ford came straight out of the movie Fargo. Now, since I've never spoken with someone from that area, I'm basing my interpretation of such an accent from that movie, which I acknowledge is likely an exaggerated media characterization. Never Been Oot and Aboot, AFAIK, -Max Max Gwynn, Ph.D. Assistant Professor and Undergraduate Academic Advisor Dept. of Psychology Wilfrid Laurier University Waterloo, ON Canada (519) 884-0710 ext 3854 mgw...@wlu.ca msylves...@copper.net msylves...@copper.net 22/11/2013 10:14 AM ( mailto:msylves...@copper.net ) What is so funny about how Canadians pronounce those two words? Are they similar to Australian creole? michael --- You are currently subscribed to tips as: arch...@jab.org. To unsubscribe click here: http://fsulist.frostburg.edu/u?id=13090.68da6e6e5325aa33287ff385b70df5d5n=Tl=tipso=30371 or send a blank email to leave-30371-13090.68da6e6e5325aa33287ff385b70df...@fsulist.frostburg.edu
Re: [tips] PLOS ONE: Daily Online Testing in Large Classes: Boosting College Performance while Reducing Achievement Gaps
I am a fan of more frequent testing, but what do folks think about the authors' contortions and post hoc fishing to find that their daily quiz class was comparatively better? If regular testing and retesting is effective, it ought to be easier to show greater comprehension and mastery of the material at the end of the term. If the daily quizzes are short with MC type questions, could students later show their learning on a full exam, with short answer and fill-in questions? I think varied daily testing and retesting would better promote transfer. G.L. (Gary) Peterson,Ph.D Psychology@SVSU On Nov 21, 2013, at 9:12 PM, Christopher Green chri...@yorku.ca wrote: As though you didn't have enough people telling you how to teach already. Still, interesting finding. http://www.plosone.org/article/info%3Adoi%2F10.1371%2Fjournal.pone.0079774?utm_source=feedburnerutm_medium=feedutm_campaign=Feed%3A+plosone%2FPLoSONE+%28PLOS+ONE+Alerts%3A+New+Articles%29 Chris ... Christopher D Green Department of Psychology York University Toronto, ON M6C 1G4 chri...@yorku.ca http://www.yorku.ca/christo --- You are currently subscribed to tips as: peter...@svsu.edu. To unsubscribe click here: http://fsulist.frostburg.edu/u?id=13445.e3edca0f6e68bfb76eaf26a8eb6dd94bn=Tl=tipso=30349 or send a blank email to leave-30349-13445.e3edca0f6e68bfb76eaf26a8eb6dd...@fsulist.frostburg.edu --- You are currently subscribed to tips as: arch...@jab.org. To unsubscribe click here: http://fsulist.frostburg.edu/u?id=13090.68da6e6e5325aa33287ff385b70df5d5n=Tl=tipso=30378 or send a blank email to leave-30378-13090.68da6e6e5325aa33287ff385b70df...@fsulist.frostburg.edu
Re: [tips] The Canadian aboutand out
Speaking about bad accents, remember Paul McCartney's Dakota accent in Rocky Racoon? He couldn't keep it after second :30 http://www.youtube.com/watch?v=wNRH7_Kd5Ycbtw I ran "capital of Canada" past my kids and they of course knew it .. they were puzzled by the Harvard clip. If fairness to Harvard, US news outlets carry virtually _no_ news from Canada. When I got into short-wave international radio many years ago I thought I really would get international news and I was surprised at how much US news was covered, at least by the western european air waves. (Except Rob Ford of course!)==John W. Kulig, Ph.D.Professor of PsychologyCoordinator, Psychology HonorsPlymouth State University Plymouth NH 03264 ==From: "Maxwell Gwynn" mgw...@wlu.caTo: "Teaching in the Psychological Sciences (TIPS)" tips@fsulist.frostburg.eduSent: Friday, November 22, 2013 10:51:01 AMSubject: Re: [tips] The Canadian "about"and "out"Michael:Be mindful of incorrect stereotypes based on media characterizations. Have you personally ever heard a Canadian pronounce these words differently than you would?Along these lines, most fellow Canadians to whom I have spoken have said that last weekend's Saturday Night Live sketch characterizing Toronto Mayor Rob Ford was humorous not due to its content but rather the terrible "Canadian" accents whichthe actors adopted. Most of us felt that the accent sounded like it came from Minnesota or North Dakota; it seemed as if Rob Ford came straight out of the movie "Fargo."Now, since I've never spoken with someone from that area, I'm basing my interpretation of such an accent from that movie, which I acknowledge is likely an exaggerated media characterization.Never Been Oot and Aboot, AFAIK,-MaxMax Gwynn, Ph.D.Assistant Professor and Undergraduate Academic AdvisorDept. of PsychologyWilfrid Laurier UniversityWaterloo, ON Canada(519) 884-0710 ext 3854mgw...@wlu.ca "msylves...@copper.net" msylves...@copper.net 22/11/2013 10:14 AM What is so funny about how Canadians pronounce those two words?Are they similar to Australian creole?michael---You are currently subscribed to tips as: ku...@mail.plymouth.edu.To unsubscribe click here: http://fsulist.frostburg.edu/u?id=13338.f659d005276678c0696b7f6beda66454n=Tl=tipso=30371(It may be necessary to cut and paste the above URL if the line is broken)or send a blank email to leave-30371-13338.f659d005276678c0696b7f6beda66...@fsulist.frostburg.edu --- You are currently subscribed to tips as: arch...@jab.org. To unsubscribe click here: http://fsulist.frostburg.edu/u?id=13090.68da6e6e5325aa33287ff385b70df5d5=T=tips=30380 (It may be necessary to cut and paste the above URL if the line is broken) or send a blank email to leave-30380-13090.68da6e6e5325aa33287ff385b70df...@fsulist.frostburg.edu
Re: [tips] PLOS ONE: Daily Online Testing in Large Classes: Boosting College Performance while Reducing Achievement Gaps
I used a PSI system (self-paced unit mastery) for many (~40) years. Since there was no final exam I couldn't assess comprehension and mastery that way (and then there's the question of whether a MC question can assess complex cognitive behavior anyway). I did have another alternative, however. I taught a two semester sequence, so I could measure retention in the advanced course of material learned in the basic course. It did work. On Nov 22, 2013, at 10:17 AM, Gerald Peterson wrote: I am a fan of more frequent testing, but what do folks think about the authors' contortions and post hoc fishing to find that their daily quiz class was comparatively better? If regular testing and retesting is effective, it ought to be easier to show greater comprehension and mastery of the material at the end of the term. If the daily quizzes are short with MC type questions, could students later show their learning on a full exam, with short answer and fill-in questions? I think varied daily testing and retesting would better promote transfer. G.L. (Gary) Peterson,Ph.D Psychology@SVSU On Nov 21, 2013, at 9:12 PM, Christopher Green chri...@yorku.ca wrote: As though you didn't have enough people telling you how to teach already. Still, interesting finding. http://www.plosone.org/article/info%3Adoi%2F10.1371%2Fjournal.pone.0079774?utm_source=feedburnerutm_medium=feedutm_campaign=Feed%3A+plosone%2FPLoSONE+%28PLOS+ONE+Alerts%3A+New+Articles%29 Chris Paul Brandon Emeritus Professor of Psychology Minnesota State University, Mankato pkbra...@hickorytech.net --- You are currently subscribed to tips as: arch...@jab.org. To unsubscribe click here: http://fsulist.frostburg.edu/u?id=13090.68da6e6e5325aa33287ff385b70df5d5n=Tl=tipso=30384 or send a blank email to leave-30384-13090.68da6e6e5325aa33287ff385b70df...@fsulist.frostburg.edu
Re: [tips] The Canadian aboutand out
The difference between the way (some) Canadians pronounce these words and the way(s)Americans do is greatly exaggerated. Chris - Christopher D. Green Department of Psychology York University Toronto, ON M6C 1G4 Canada chri...@yorku.ca On Nov 22, 2013, at 10:14 AM, msylves...@copper.net msylves...@copper.net wrote: What is so funny about how Canadians pronounce those two words? Are they similar to Australian creole? michael --- You are currently subscribed to tips as: chri...@yorku.ca. To unsubscribe click here: http://fsulist.frostburg.edu/u?id=430248.781165b5ef80a3cd2b14721caf62bd92n=Tl=tipso=30368 (It may be necessary to cut and paste the above URL if the line is broken) or send a blank email to leave-30368-430248.781165b5ef80a3cd2b14721caf62b...@fsulist.frostburg.edu --- You are currently subscribed to tips as: arch...@jab.org. To unsubscribe click here: http://fsulist.frostburg.edu/u?id=13090.68da6e6e5325aa33287ff385b70df5d5n=Tl=tipso=30388 or send a blank email to leave-30388-13090.68da6e6e5325aa33287ff385b70df...@fsulist.frostburg.edu
Re: [tips] PLOS ONE: Daily Online Testing in Large Classes: Boosting College Performance while Reducing Achievement Gaps
I'm thinking: recent effect. If you only test what you taught today, but not what you taught six or twelve weeks ago, of course you'll get better results. Chris - Christopher D. Green Department of Psychology York University Toronto, ON M6C 1G4 Canada chri...@yorku.ca On Nov 22, 2013, at 6:58 AM, Paul C Bernhardt pcbernha...@frostburg.edu wrote: I have an idea. Every class meeting is nothing but exam and assessment from start to finish. More must be better, right? More seriously: do we know the optimum ratio of testing to learning objectives covered? At what point are there diminishing returns? Paul Sent from my iPhone On Nov 21, 2013, at 9:12 PM, Christopher Green chri...@yorku.ca wrote: As though you didn't have enough people telling you how to teach already. Still, interesting finding. http://www.plosone.org/article/info%3Adoi%2F10.1371%2Fjournal.pone.0079774?utm_source=feedburnerutm_medium=feedutm_campaign=Feed%3A+plosone%2FPLoSONE+%28PLOS+ONE+Alerts%3A+New+Articles%29 Chris ... Christopher D Green Department of Psychology York University Toronto, ON M6C 1G4 chri...@yorku.ca http://www.yorku.ca/christo --- You are currently subscribed to tips as: pcbernha...@frostburg.edu. To unsubscribe click here: http://fsulist.frostburg.edu/u?id=13441.4e79e96ebb5671bdb50111f18f263003n=Tl=tipso=30349 or send a blank email to leave-30349-13441.4e79e96ebb5671bdb50111f18f263...@fsulist.frostburg.edu --- You are currently subscribed to tips as: chri...@yorku.ca. To unsubscribe click here: http://fsulist.frostburg.edu/u?id=430248.781165b5ef80a3cd2b14721caf62bd92n=Tl=tipso=30360 or send a blank email to leave-30360-430248.781165b5ef80a3cd2b14721caf62b...@fsulist.frostburg.edu --- You are currently subscribed to tips as: arch...@jab.org. To unsubscribe click here: http://fsulist.frostburg.edu/u?id=13090.68da6e6e5325aa33287ff385b70df5d5n=Tl=tipso=30392 or send a blank email to leave-30392-13090.68da6e6e5325aa33287ff385b70df...@fsulist.frostburg.edu
Re: [tips] PLOS ONE: Daily Online Testing in Large Classes: Boosting College Performance while Reducing Achievement Gaps
But are you testing what you taught several weeks ago, or what students crammed the night before from the text and their lecture notes. On Nov 22, 2013, at 10:58 AM, Christopher Green wrote: I'm thinking: recent effect. If you only test what you taught today, but not what you taught six or twelve weeks ago, of course you'll get better results. Chris - Christopher D. Green Department of Psychology York University Toronto, ON M6C 1G4 Canada chri...@yorku.ca On Nov 22, 2013, at 6:58 AM, Paul C Bernhardt pcbernha...@frostburg.edu wrote: I have an idea. Every class meeting is nothing but exam and assessment from start to finish. More must be better, right? More seriously: do we know the optimum ratio of testing to learning objectives covered? At what point are there diminishing returns? Paul Sent from my iPhone On Nov 21, 2013, at 9:12 PM, Christopher Green chri...@yorku.ca wrote: As though you didn't have enough people telling you how to teach already. Still, interesting finding. http://www.plosone.org/article/info%3Adoi%2F10.1371%2Fjournal.pone.0079774?utm_source=feedburnerutm_medium=feedutm_campaign=Feed%3A+plosone%2FPLoSONE+%28PLOS+ONE+Alerts%3A+New+Articles%29 Chris Paul Brandon Emeritus Professor of Psychology Minnesota State University, Mankato pkbra...@hickorytech.net --- You are currently subscribed to tips as: arch...@jab.org. To unsubscribe click here: http://fsulist.frostburg.edu/u?id=13090.68da6e6e5325aa33287ff385b70df5d5n=Tl=tipso=30412 or send a blank email to leave-30412-13090.68da6e6e5325aa33287ff385b70df...@fsulist.frostburg.edu
RE: [tips] PLOS ONE: Daily Online Testing in Large Classes: Boosting College Performance while Reducing Achievement Gaps
Hi A few years ago I reviewed some of the literature related to blocked instruction (taking fewer courses over shorter periods of time) and there were indeed suggestions that people might fare better on immediate tests of knowledge but not so on delayed (e.g., performance in following dependent course). I was motivated by the fact that some departments/programs here have started offering extremely compressed courses (e.g., 3 credit hours or half course credit in one week), which is simply not pedagogically sound in my view nor equivalent to a regular 3 credit course. They would often call them Institutes or some such. I would not be surprised if frequent testing in theory could lead to better long-term retention but it would have been better had the authors tested that idea. For one thing, retesting the knowledge at a later point in time would force the students to study the material again (distributed practice). Whether a surprise test would show benefits might be a different question. Take care Jim Jim Clark Professor Chair of Psychology 204-786-9757 4L41A -Original Message- From: Paul Brandon [mailto:pkbra...@hickorytech.net] Sent: Friday, November 22, 2013 12:01 PM To: Teaching in the Psychological Sciences (TIPS) Subject: Re: [tips] PLOS ONE: Daily Online Testing in Large Classes: Boosting College Performance while Reducing Achievement Gaps But are you testing what you taught several weeks ago, or what students crammed the night before from the text and their lecture notes. On Nov 22, 2013, at 10:58 AM, Christopher Green wrote: I'm thinking: recent effect. If you only test what you taught today, but not what you taught six or twelve weeks ago, of course you'll get better results. Chris - Christopher D. Green Department of Psychology York University Toronto, ON M6C 1G4 Canada chri...@yorku.ca On Nov 22, 2013, at 6:58 AM, Paul C Bernhardt pcbernha...@frostburg.edu wrote: I have an idea. Every class meeting is nothing but exam and assessment from start to finish. More must be better, right? More seriously: do we know the optimum ratio of testing to learning objectives covered? At what point are there diminishing returns? Paul Sent from my iPhone On Nov 21, 2013, at 9:12 PM, Christopher Green chri...@yorku.ca wrote: As though you didn't have enough people telling you how to teach already. Still, interesting finding. http://www.plosone.org/article/info%3Adoi%2F10.1371%2Fjournal.pone.0079774?utm_source=feedburnerutm_medium=feedutm_campaign=Feed%3A+plosone%2FPLoSONE+%28PLOS+ONE+Alerts%3A+New+Articles%29 Chris Paul Brandon Emeritus Professor of Psychology Minnesota State University, Mankato pkbra...@hickorytech.net --- You are currently subscribed to tips as: j.cl...@uwinnipeg.ca. To unsubscribe click here: http://fsulist.frostburg.edu/u?id=13251.645f86b5cec4da0a56ffea7a891720c9n=Tl=tipso=30412 or send a blank email to leave-30412-13251.645f86b5cec4da0a56ffea7a89172...@fsulist.frostburg.edu --- You are currently subscribed to tips as: arch...@jab.org. To unsubscribe click here: http://fsulist.frostburg.edu/u?id=13090.68da6e6e5325aa33287ff385b70df5d5n=Tl=tipso=30424 or send a blank email to leave-30424-13090.68da6e6e5325aa33287ff385b70df...@fsulist.frostburg.edu
Re: [tips] PLOS ONE: Daily Online Testing in Large Classes: Boosting College Performance while Reducing Achievement Gaps
Part of what's interesting is they are testing before class starts, and there is always at least one question from weeks previous. I think that's a good approach. The first 10-minutes of each class were devoted to an 8-item daily quiz. Seven of the questions covered material from the previous lecture and readings. The remaining item was a personalized question consisting of a question the student had answered incorrectly on a previous quiz. In the unlikely event that the student answered all previous questions correctly, TOWER randomly selected another question that he/she had taken earlier in the semester. On Nov 22, 2013, at 11:58 AM, Christopher Green wrote: I'm thinking: recent effect. If you only test what you taught today, but not what you taught six or twelve weeks ago, of course you'll get better results. Chris - Christopher D. Green Department of Psychology York University Toronto, ON M6C 1G4 Canada chri...@yorku.camailto:chri...@yorku.ca On Nov 22, 2013, at 6:58 AM, Paul C Bernhardt pcbernha...@frostburg.edu wrote: I have an idea. Every class meeting is nothing but exam and assessment from start to finish. More must be better, right? More seriously: do we know the optimum ratio of testing to learning objectives covered? At what point are there diminishing returns? Paul Sent from my iPhone On Nov 21, 2013, at 9:12 PM, Christopher Green chri...@yorku.ca wrote: As though you didn't have enough people telling you how to teach already. Still, interesting finding. http://www.plosone.org/article/info%3Adoi%2F10.1371%2Fjournal.pone.0079774?utm_source=feedburnerutm_medium=feedutm_campaign=Feed%3A+plosone%2FPLoSONE+%28PLOS+ONE+Alerts%3A+New+Articles%29 Chris ... Christopher D Green Department of Psychology York University Toronto, ON M6C 1G4 chri...@yorku.ca http://www.yorku.ca/christo --- You are currently subscribed to tips as: pcbernha...@frostburg.edu. To unsubscribe click here: http://fsulist.frostburg.edu/u?id=13441.4e79e96ebb5671bdb50111f18f263003n=Tl=tipso=30349 or send a blank email to leave-30349-13441.4e79e96ebb5671bdb50111f18f263...@fsulist.frostburg.edu --- You are currently subscribed to tips as: chri...@yorku.ca. To unsubscribe click here: http://fsulist.frostburg.edu/u?id=430248.781165b5ef80a3cd2b14721caf62bd92n=Tl=tipso=30360 or send a blank email to leave-30360-430248.781165b5ef80a3cd2b14721caf62b...@fsulist.frostburg.edu --- You are currently subscribed to tips as: pcbernha...@frostburg.edu. To unsubscribe click here: http://fsulist.frostburg.edu/u?id=13441.4e79e96ebb5671bdb50111f18f263003n=Tl=tipso=30392 or send a blank email to leave-30392-13441.4e79e96ebb5671bdb50111f18f263...@fsulist.frostburg.edu --- You are currently subscribed to tips as: arch...@jab.org. To unsubscribe click here: http://fsulist.frostburg.edu/u?id=13090.68da6e6e5325aa33287ff385b70df5d5n=Tl=tipso=30426 or send a blank email to leave-30426-13090.68da6e6e5325aa33287ff385b70df...@fsulist.frostburg.edu
Re: [tips] PLOS ONE: Daily Online Testing in Large Classes: Boosting College Performance while Reducing Achievement Gaps
There are a lot of interesting statements in this paper. I love this one: The purpose of the curve was to reduce the number of students who failed the first exams – a standard practice in American universities. Standard practice? Common practice, certainly, but far from standard. And, methods of curving are even more varied (I have used in the past a proportional curving system that gave more points to students who scored very very poorly, and fewer to this who scored comparatively well). Paul On Nov 22, 2013, at 11:17 AM, Gerald Peterson wrote: I am a fan of more frequent testing, but what do folks think about the authors' contortions and post hoc fishing to find that their daily quiz class was comparatively better? If regular testing and retesting is effective, it ought to be easier to show greater comprehension and mastery of the material at the end of the term. If the daily quizzes are short with MC type questions, could students later show their learning on a full exam, with short answer and fill-in questions? I think varied daily testing and retesting would better promote transfer. G.L. (Gary) Peterson,Ph.D Psychology@SVSU On Nov 21, 2013, at 9:12 PM, Christopher Green chri...@yorku.camailto:chri...@yorku.ca wrote: As though you didn't have enough people telling you how to teach already. Still, interesting finding. http://www.plosone.org/article/info%3Adoi%2F10.1371%2Fjournal.pone.0079774?utm_source=feedburnerutm_medium=feedutm_campaign=Feed%3A+plosone%2FPLoSONE+%28PLOS+ONE+Alerts%3A+New+Articles%29 Chris ... Christopher D Green Department of Psychology York University Toronto, ON M6C 1G4 chri...@yorku.camailto:chri...@yorku.ca http://www.yorku.ca/christo --- You are currently subscribed to tips as: peter...@svsu.edumailto:peter...@svsu.edu. To unsubscribe click here: http://fsulist.frostburg.edu/u?id=13445.e3edca0f6e68bfb76eaf26a8eb6dd94bn=Tl=tipso=30349 or send a blank email to leave-30349-13445.e3edca0f6e68bfb76eaf26a8eb6dd...@fsulist.frostburg.edumailto:leave-30349-13445.e3edca0f6e68bfb76eaf26a8eb6dd...@fsulist.frostburg.edu --- You are currently subscribed to tips as: pcbernha...@frostburg.edumailto:pcbernha...@frostburg.edu. To unsubscribe click here: http://fsulist.frostburg.edu/u?id=13441.4e79e96ebb5671bdb50111f18f263003n=Tl=tipso=30378 or send a blank email to leave-30378-13441.4e79e96ebb5671bdb50111f18f263...@fsulist.frostburg.edumailto:leave-30378-13441.4e79e96ebb5671bdb50111f18f263...@fsulist.frostburg.edu --- You are currently subscribed to tips as: arch...@jab.org. To unsubscribe click here: http://fsulist.frostburg.edu/u?id=13090.68da6e6e5325aa33287ff385b70df5d5n=Tl=tipso=30427 or send a blank email to leave-30427-13090.68da6e6e5325aa33287ff385b70df...@fsulist.frostburg.edu
Re: [tips] PLOS ONE: Daily Online Testing in Large Classes: Boosting College Performance while Reducing Achievement Gaps
Stats mavens-- How many students do you need to justify the assumption of a normal (or other) distribution of measures of performance? On Nov 22, 2013, at 12:34 PM, Paul C Bernhardt wrote: There are a lot of interesting statements in this paper. I love this one: The purpose of the curve was to reduce the number of students who failed the first exams – a standard practice in American universities. Standard practice? Common practice, certainly, but far from standard. And, methods of curving are even more varied (I have used in the past a proportional curving system that gave more points to students who scored very very poorly, and fewer to this who scored comparatively well). Paul On Nov 22, 2013, at 11:17 AM, Gerald Peterson wrote: I am a fan of more frequent testing, but what do folks think about the authors' contortions and post hoc fishing to find that their daily quiz class was comparatively better? If regular testing and retesting is effective, it ought to be easier to show greater comprehension and mastery of the material at the end of the term. If the daily quizzes are short with MC type questions, could students later show their learning on a full exam, with short answer and fill-in questions? I think varied daily testing and retesting would better promote transfer. G.L. (Gary) Peterson,Ph.D Psychology@SVSU On Nov 21, 2013, at 9:12 PM, Christopher Green chri...@yorku.ca wrote: As though you didn't have enough people telling you how to teach already. Still, interesting finding. http://www.plosone.org/article/info%3Adoi%2F10.1371%2Fjournal.pone.0079774?utm_source=feedburnerutm_medium=feedutm_campaign=Feed%3A+plosone%2FPLoSONE+%28PLOS+ONE+Alerts%3A+New+Articles%29 Chris Paul Brandon Emeritus Professor of Psychology Minnesota State University, Mankato pkbra...@hickorytech.net --- You are currently subscribed to tips as: arch...@jab.org. To unsubscribe click here: http://fsulist.frostburg.edu/u?id=13090.68da6e6e5325aa33287ff385b70df5d5n=Tl=tipso=30432 or send a blank email to leave-30432-13090.68da6e6e5325aa33287ff385b70df...@fsulist.frostburg.edu
RE: [tips] PLOS ONE: Daily Online Testing in Large Classes: Boosting College Performance while Reducing Achievement Gaps
Dear Tipsters, Given that the issue of multiple-choice and short-answer questions has come up in this thread, you may be interested in this paper: Ozuru et al. (2013). Comparing comprehension measured by MC and open-ended questions. Can. J. Exp. Psy., 67, 215-227. The authors argue that the two kinds of question tap into different aspects of the comprehension process. Sincerely, Stuart ___ Floreat Labore [cid:image001.jpg@01CEE78A.8CDCD970] Recti cultus pectora roborant Stuart J. McKelvie, Ph.D., Phone: 819 822 9600 x 2402 Department of Psychology, Fax: 819 822 9661 Bishop's University, 2600 rue College, Sherbrooke, Québec J1M 1Z7, Canada. E-mail: stuart.mckel...@ubishops.camailto:stuart.mckel...@ubishops.ca (or smcke...@ubishops.camailto:smcke...@ubishops.ca) Bishop's University Psychology Department Web Page: http://www.ubishops.ca/ccc/div/soc/psyblocked::http://www.ubishops.ca/ccc/div/soc/psy Floreat Labore [cid:image002.jpg@01CEE78A.8CDCD970] [cid:image003.jpg@01CEE78A.8CDCD970] ___ From: Paul Brandon [mailto:pkbra...@hickorytech.net] Sent: November 22, 2013 1:42 PM To: Teaching in the Psychological Sciences (TIPS) Subject: Re: [tips] PLOS ONE: Daily Online Testing in Large Classes: Boosting College Performance while Reducing Achievement Gaps Stats mavens-- How many students do you need to justify the assumption of a normal (or other) distribution of measures of performance? On Nov 22, 2013, at 12:34 PM, Paul C Bernhardt wrote: There are a lot of interesting statements in this paper. I love this one: The purpose of the curve was to reduce the number of students who failed the first exams - a standard practice in American universities. Standard practice? Common practice, certainly, but far from standard. And, methods of curving are even more varied (I have used in the past a proportional curving system that gave more points to students who scored very very poorly, and fewer to this who scored comparatively well). Paul On Nov 22, 2013, at 11:17 AM, Gerald Peterson wrote: I am a fan of more frequent testing, but what do folks think about the authors' contortions and post hoc fishing to find that their daily quiz class was comparatively better? If regular testing and retesting is effective, it ought to be easier to show greater comprehension and mastery of the material at the end of the term. If the daily quizzes are short with MC type questions, could students later show their learning on a full exam, with short answer and fill-in questions? I think varied daily testing and retesting would better promote transfer. G.L. (Gary) Peterson,Ph.D Psychology@SVSU On Nov 21, 2013, at 9:12 PM, Christopher Green chri...@yorku.camailto:chri...@yorku.ca wrote: As though you didn't have enough people telling you how to teach already. Still, interesting finding. http://www.plosone.org/article/info%3Adoi%2F10.1371%2Fjournal.pone.0079774?utm_source=feedburnerutm_medium=feedutm_campaign=Feed%3A+plosone%2FPLoSONE+%28PLOS+ONE+Alerts%3A+New+Articles%29 Chris Paul Brandon Emeritus Professor of Psychology Minnesota State University, Mankato pkbra...@hickorytech.netmailto:pkbra...@hickorytech.net --- You are currently subscribed to tips as: smcke...@ubishops.camailto:smcke...@ubishops.ca. To unsubscribe click here: http://fsulist.frostburg.edu/u?id=13510.2cc18398df2e6692fffc29a610cb72e3n=Tl=tipso=30432 (It may be necessary to cut and paste the above URL if the line is broken) or send a blank email to leave-30432-13510.2cc18398df2e6692fffc29a610cb7...@fsulist.frostburg.edumailto:leave-30432-13510.2cc18398df2e6692fffc29a610cb7...@fsulist.frostburg.edu --- You are currently subscribed to tips as: arch...@jab.org. To unsubscribe click here: http://fsulist.frostburg.edu/u?id=13090.68da6e6e5325aa33287ff385b70df5d5n=Tl=tipso=30436 or send a blank email to leave-30436-13090.68da6e6e5325aa33287ff385b70df...@fsulist.frostburg.eduinline: image001.jpginline: image002.jpginline: image003.jpg
[tips] Sample size for normal assumption
Paul Brandon asked for stats mavens to address his inquiry: How many students do you need to justify the assumption of a normal (or other) distribution of measures of performance? -- If you know any mavens, you may suspect that they will not have a simple answer for him. :) There isn't a particular number that will ensure a normal distribution if the population isn't normally distributed in the first place. Probably the closest a college class would come to the normal distribution of raw scores concerning knowledge of an academic subject would be in an Intro class required of all majors. Even then, distributions are often bimodal. Once you get to upper division major classes, it is very difficult to justify the expectation of a normal distribution, no matter how many students may be in a class. Of course, there are always exceptions (which is where the mavens come in...). Rick Dr. Rick Froman, Chair Division of Humanities and Social Sciences Professor of Psychology Box 3519 John Brown University 2000 W. University Siloam Springs, AR 72761 rfro...@jbu.edumailto:rfro...@jbu.edu (479) 524-7295 http://bit.ly/DrFroman The LORD detests both Type I and Type II errors. Proverbs 17:15http://www.biblegateway.com/passage/?search=proverbs%2017:15version=NIV --- You are currently subscribed to tips as: arch...@jab.org. To unsubscribe click here: http://fsulist.frostburg.edu/u?id=13090.68da6e6e5325aa33287ff385b70df5d5n=Tl=tipso=30450 or send a blank email to leave-30450-13090.68da6e6e5325aa33287ff385b70df...@fsulist.frostburg.edu
RE:[tips] Sample size for normal assumption
Hi As Rick points out, the number of students is largely irrelevant to whether you get a normal distribution, unless you know (think) you're sampling from a normal distribution to begin with. Where number of observations comes into play is if you are calculating a sum or average of the observations to create scores that are then analyzed and plotted. Here the more individual observations going into each score will contribute to the normality of the resulting scores, (almost?) irrespective of the original distribution of raw observations. Take care Jim Jim Clark Professor Chair of Psychology 204-786-9757 4L41A From: rfro...@jbu.edu [mailto:rfro...@jbu.edu] Sent: Friday, November 22, 2013 1:23 PM To: Teaching in the Psychological Sciences (TIPS) Subject: [tips] Sample size for normal assumption Paul Brandon asked for stats mavens to address his inquiry: How many students do you need to justify the assumption of a normal (or other) distribution of measures of performance? -- If you know any mavens, you may suspect that they will not have a simple answer for him. :) There isn't a particular number that will ensure a normal distribution if the population isn't normally distributed in the first place. Probably the closest a college class would come to the normal distribution of raw scores concerning knowledge of an academic subject would be in an Intro class required of all majors. Even then, distributions are often bimodal. Once you get to upper division major classes, it is very difficult to justify the expectation of a normal distribution, no matter how many students may be in a class. Of course, there are always exceptions (which is where the mavens come in...). Rick Dr. Rick Froman, Chair Division of Humanities and Social Sciences Professor of Psychology Box 3519 John Brown University 2000 W. University Siloam Springs, AR 72761 rfro...@jbu.edumailto:rfro...@jbu.edu (479) 524-7295 http://bit.ly/DrFroman The LORD detests both Type I and Type II errors. Proverbs 17:15http://www.biblegateway.com/passage/?search=proverbs%2017:15version=NIV --- You are currently subscribed to tips as: j.cl...@uwinnipeg.camailto:j.cl...@uwinnipeg.ca. To unsubscribe click here: http://fsulist.frostburg.edu/u?id=13251.645f86b5cec4da0a56ffea7a891720c9n=Tl=tipso=30450 (It may be necessary to cut and paste the above URL if the line is broken) or send a blank email to leave-30450-13251.645f86b5cec4da0a56ffea7a89172...@fsulist.frostburg.edumailto:leave-30450-13251.645f86b5cec4da0a56ffea7a89172...@fsulist.frostburg.edu --- You are currently subscribed to tips as: arch...@jab.org. To unsubscribe click here: http://fsulist.frostburg.edu/u?id=13090.68da6e6e5325aa33287ff385b70df5d5n=Tl=tipso=30468 or send a blank email to leave-30468-13090.68da6e6e5325aa33287ff385b70df...@fsulist.frostburg.edu
RE: [tips] PLOS ONE: Daily Online Testing in Large Classes: Boosting College Performance while Reducing Achievement Gaps
Hi Like Paul when students score too poorly on a test, I will scale scores like this: newscore = .xx*(100-oldscore), where .xx is some proportion to give the overall increment I've decided is appropriate. My reasoning is overly challenging test will hurt poorer students more and, by definition, students who did well were not markedly affected by the level of the test. Take care Jim Jim Clark Professor Chair of Psychology 204-786-9757 4L41A From: Paul C Bernhardt [mailto:pcbernha...@frostburg.edu] Sent: Friday, November 22, 2013 12:36 PM To: Teaching in the Psychological Sciences (TIPS) Subject: Re: [tips] PLOS ONE: Daily Online Testing in Large Classes: Boosting College Performance while Reducing Achievement Gaps There are a lot of interesting statements in this paper. I love this one: The purpose of the curve was to reduce the number of students who failed the first exams - a standard practice in American universities. Standard practice? Common practice, certainly, but far from standard. And, methods of curving are even more varied (I have used in the past a proportional curving system that gave more points to students who scored very very poorly, and fewer to this who scored comparatively well). Paul On Nov 22, 2013, at 11:17 AM, Gerald Peterson wrote: I am a fan of more frequent testing, but what do folks think about the authors' contortions and post hoc fishing to find that their daily quiz class was comparatively better? If regular testing and retesting is effective, it ought to be easier to show greater comprehension and mastery of the material at the end of the term. If the daily quizzes are short with MC type questions, could students later show their learning on a full exam, with short answer and fill-in questions? I think varied daily testing and retesting would better promote transfer. G.L. (Gary) Peterson,Ph.D Psychology@SVSU On Nov 21, 2013, at 9:12 PM, Christopher Green chri...@yorku.camailto:chri...@yorku.ca wrote: As though you didn't have enough people telling you how to teach already. Still, interesting finding. http://www.plosone.org/article/info%3Adoi%2F10.1371%2Fjournal.pone.0079774?utm_source=feedburnerutm_medium=feedutm_campaign=Feed%3A+plosone%2FPLoSONE+%28PLOS+ONE+Alerts%3A+New+Articles%29 Chris ... Christopher D Green Department of Psychology York University Toronto, ON M6C 1G4 chri...@yorku.camailto:chri...@yorku.ca http://www.yorku.ca/christo --- You are currently subscribed to tips as: peter...@svsu.edumailto:peter...@svsu.edu. To unsubscribe click here: http://fsulist.frostburg.edu/u?id=13445.e3edca0f6e68bfb76eaf26a8eb6dd94bn=Tl=tipso=30349 or send a blank email to leave-30349-13445.e3edca0f6e68bfb76eaf26a8eb6dd...@fsulist.frostburg.edumailto:leave-30349-13445.e3edca0f6e68bfb76eaf26a8eb6dd...@fsulist.frostburg.edu --- You are currently subscribed to tips as: pcbernha...@frostburg.edumailto:pcbernha...@frostburg.edu. To unsubscribe click here: http://fsulist.frostburg.edu/u?id=13441.4e79e96ebb5671bdb50111f18f263003n=Tl=tipso=30378 or send a blank email to leave-30378-13441.4e79e96ebb5671bdb50111f18f263...@fsulist.frostburg.edumailto:leave-30378-13441.4e79e96ebb5671bdb50111f18f263...@fsulist.frostburg.edu --- You are currently subscribed to tips as: j.cl...@uwinnipeg.camailto:j.cl...@uwinnipeg.ca. To unsubscribe click here: http://fsulist.frostburg.edu/u?id=13251.645f86b5cec4da0a56ffea7a891720c9n=Tl=tipso=30427 (It may be necessary to cut and paste the above URL if the line is broken) or send a blank email to leave-30427-13251.645f86b5cec4da0a56ffea7a89172...@fsulist.frostburg.edumailto:leave-30427-13251.645f86b5cec4da0a56ffea7a89172...@fsulist.frostburg.edu --- You are currently subscribed to tips as: arch...@jab.org. To unsubscribe click here: http://fsulist.frostburg.edu/u?id=13090.68da6e6e5325aa33287ff385b70df5d5n=Tl=tipso=30469 or send a blank email to leave-30469-13090.68da6e6e5325aa33287ff385b70df...@fsulist.frostburg.edu
