FW: [tips] PLOS ONE: Daily Online Testing in Large Classes: Boosting College Performance while Reducing Achievement Gaps
Hi Oops ... I just gave the adjustment instead of the newscore. Should be newscore = oldscore + .xx*(100-oldscore) Thanks Max. Good to know that someone reads these things closely! Take care Jim From: Maxwell Gwynn [mailto:mgw...@wlu.ca] Sent: Saturday, November 23, 2013 10:14 AM To: Jim Clark Subject: RE: [tips] PLOS ONE: Daily Online Testing in Large Classes: Boosting College Performance while Reducing Achievement Gaps Jim: Maybe I'm not interpreting it correctly, but that equation looks off. Would it not be the case that higher old scores (e.g., 90 versus 70) would be converted to lower new scores? -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.camailto:mgw...@wlu.ca Jim Clark j.cl...@uwinnipeg.camailto:j.cl...@uwinnipeg.ca 22/11/2013 3:13 PM 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: mgw...@wlu.camailto:mgw...@wlu.ca. To unsubscribe click here: http://fsulist.frostburg.edu/u?id=13403.a6ed9258d53b17bac9cfd263432af8fan=Tl=tipso=30469 (It may be necessary to cut and paste the above URL if the line is broken) or send a blank email to leave-30469-13403.a6ed9258d53b17bac9cfd263432af
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
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] 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] 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
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
[tips] PLOS ONE: Daily Online Testing in Large Classes: Boosting College Performance while Reducing Achievement Gaps
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: arch...@jab.org. To unsubscribe click here: http://fsulist.frostburg.edu/u?id=13090.68da6e6e5325aa33287ff385b70df5d5n=Tl=tipso=30349 or send a blank email to leave-30349-13090.68da6e6e5325aa33287ff385b70df...@fsulist.frostburg.edu
RE: [tips] PLOS ONE: Daily Online Testing in Large Classes: Boosting College Performance while Reducing Achievement Gaps
Hi Consistent with arguments Roediger and others have been making for a number of years. One surprising finding is that better results generalize to other courses. Authors suggest changes in learning strategies that cut across courses, but would also be consistent with some selection factor, whatever that might be. Would, for example, requirement that students have a laptop eliminate some of the worst-off of the lower social class students? Take care Jim Jim Clark Professor Chair of Psychology U Winnipeg Room 4L41A 204-786-9757 204-774-4134 Fax From: Christopher Green [chri...@yorku.ca] Sent: November-21-13 8:12 PM To: Teaching in the Psychological Sciences (TIPS) Subject: [tips] PLOS ONE: Daily Online Testing in Large Classes: Boosting College Performance while Reducing Achievement Gaps 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: j.cl...@uwinnipeg.ca. To unsubscribe click here: http://fsulist.frostburg.edu/u?id=13251.645f86b5cec4da0a56ffea7a891720c9n=Tl=tipso=30349 or send a blank email to leave-30349-13251.645f86b5cec4da0a56ffea7a89172...@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=30350 or send a blank email to leave-30350-13090.68da6e6e5325aa33287ff385b70df...@fsulist.frostburg.edu
