Scott:
I will attempt to incorporate your suggestion of keeping track of
performance; I'll need to create some attributes on the examinee objects
that will hold past test scores created within the system.
I am, however, approaching the scoring differently. Although I do report
percentage corr
I wrote:
>> ... keeping people at 80% correct is great rule-of-thumb goal ...
To elaborate on the statement above a bit, we did drill-and practice
teaching (and had students loving it). The value of the 80% is for
maximal learning. Something like 50% is the best for measurement theory
(but disc
> Subject: Re: [Edu-sig] I've just started reading this paper
>
> > If anyone else wants to grab a copy and chat about it after reading,
> > let me know.
> >
> > --Scott David Daniels
> > [EMAIL PROTECTED]
>
> Downloading now... I anticipate having some comments.
>
> Kirby
So I've been through
Kirby Urner wrote:
>>Subject: Re: [Edu-sig] I've just started reading this paper
>>
>>
>>
>>>If anyone else wants to grab a copy and chat about it after reading,
>>>let me know.
>>>
>>>--Scott David Daniels
>>>[EMAIL PROTECTED]
>>>
>>>
>>Downloading now... I anticipate having some comme
In a message of Sun, 04 Dec 2005 11:32:27 PST, Scott David Daniels writes:
>I wrote:
> >> ... keeping people at 80% correct is great rule-of-thumb goal ...
>
>To elaborate on the statement above a bit, we did drill-and practice
>teaching (and had students loving it). The value of the 80% is for
>m
Hello Laura,
That's better than the Abstract Algebra class I took as an
undergraduate. The highest score on Test 1 was 19%. I got 6%! I retook
the class from another teacher and topped the class. Liked the subject
so much I took the second semester just for fun. Testing and teaching
strategies mak
