the sample sizes are not large enough.
Rick
-Original Message-
From: Jeffrey Nagelbush [mailto:[EMAIL PROTECTED]]
Sent: Monday, April 09, 2001 1:35 PM
To: [EMAIL PROTECTED]
Subject: Re: Mind reading and exam performance
I have all this discussion on test item analysis interesting
I have all this discussion on test item analysis interesting because I gave
up using these anayses years ago. The reason was that in my experience, as
I taught multiple sections of the same course, I found vastly different
item-analysis results in each section. I would have questions that
di
--Original Message-
From: Chuck Huff [mailto:[EMAIL PROTECTED]]
Sent: Saturday, April 07, 2001 10:17 AM
To: [EMAIL PROTECTED]
Subject: Re: Mind reading and exam performance
>Michael Renner wrote
> > I
> > give
> > everyone a point for each question that produces lousy
Chuck Huff asked
> What are the lousy statistics that folks look for? I have done
> histograms of the number of folks who choose each choice in each
> item, but when I looked at these, I was not convinced to toss a
> question even though most folks got it wrong. Are there particular
> question
Chuck Huff wrote:
>What are the lousy statistics that folks look for? I have done
>histograms of the number of folks who choose each choice in each
>item, but when I looked at these, I was not convinced to toss a
>question even though most folks got it wrong.
>Are there particular question pro
I wrote, re students' complaints that an exam was lousy:
> I like to counter this complaint by pointing out that some
> students do very well on the same test. I particularly like
> it when someone gets 100%, which is not that rare, because it
> demonstrates that for at least one person, the co
>Michael Renner wrote
> > I
> > give
> > everyone a point for each question that produces lousy statistics,
What are the lousy statistics that folks look for? I have done
histograms of the number of folks who choose each choice in each
item, but when I looked at these, I was not convinced to
Stephen Black wrote, re students' complaints that an exam was lousy:
> I like to counter this complaint by pointing out that some
> students do very well on the same test. I particularly like
> it when someone gets 100%, which is not that rare, because it
> demonstrates that for at least one pers
On Fri, 6 Apr 2001, Pollak, Edward wrote:
> >
> Agreed. Many's the time I've had a student explain his/her answer to a MC
> question and wound up saying, "yeah, I guess if you were reading the
> question from that perspective, your answer is reasonable." I then give
> everybody an extra point.
Michael Renner wrote
> The "lousy exam" message is easier to diffuse with MC exams if you use
> some
> form of machine scoring. In my case, I spend
> about two minutes after each exam explaining this and giving the results,
> including any adjustment to the exam scores based on what I le
On Fri, 6 Apr 2001, Renner, Michael wrote:
>
> The "lousy exam" message is easier to diffuse with MC exams if you use some
> form of machine scoring.
There's no exam that couldn't be improved, and item analysis can
certainly help make exams better, for those lucky enough to have
it. But the probl
On Thu, 05 Apr 2001 09:34:23 -0500 Stephen W Tuholski
<[EMAIL PROTECTED]> wrote:
>...do people tend to get the "lousy exam" message more often from
>essay/open-ended or multiple choice exams?
The "lousy exam" message is easier to diffuse with MC exams if you use some
form of machine scoring.
On Thu, 05 Apr 2001 09:34:23 -0500 Stephen W Tuholski
<[EMAIL PROTECTED]> wrote:
>
> I don't want to bring to life a dead horse, so we can start beating it,
> but... do people tend to get the "lousy exam" message more often from
> essay/open-ended or multiple choice exams? I do not give m.c
>When I've run into this one, the student uses it in a more subtle
>way. In claiming that they really knew the material despite their
>poor exam performance, they hint (or assert) that the cause was a
>flawed exam. That is, if I had done my job properly and prepared
>an appropriate or "fair" exa
On Thu, 5 Apr 2001, Donald H. McBurney wrote:
> Having contributed to the mind reading discussion, and having graded exams for
> decades, I feel it may be helpful to remark on this. I have had students try
> essentially the same argument-- that they knew the material, they just couldn't
> say it
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