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Midterm in Mathematics Courses

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Midterm in Mathematics Courses


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3












$begingroup$


Can someone point me to papers indicating whether or not a midterm is an important part of a course?



I suspect I can find many 'experiential anecdotes' that midterms are good/bad/moot but I would really like some concrete evidence (papers?) that a midterm is a useful assessment element in a mathematics/computer science course.



In particular, what would happen if I replaced midterms with many small quizzes? Do we get a change in student learning?










share|improve this question









New contributor




CAB is a new contributor to this site. Take care in asking for clarification, commenting, and answering.
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    3












    $begingroup$


    Can someone point me to papers indicating whether or not a midterm is an important part of a course?



    I suspect I can find many 'experiential anecdotes' that midterms are good/bad/moot but I would really like some concrete evidence (papers?) that a midterm is a useful assessment element in a mathematics/computer science course.



    In particular, what would happen if I replaced midterms with many small quizzes? Do we get a change in student learning?










    share|improve this question









    New contributor




    CAB is a new contributor to this site. Take care in asking for clarification, commenting, and answering.
    Check out our Code of Conduct.







    $endgroup$















      3












      3








      3





      $begingroup$


      Can someone point me to papers indicating whether or not a midterm is an important part of a course?



      I suspect I can find many 'experiential anecdotes' that midterms are good/bad/moot but I would really like some concrete evidence (papers?) that a midterm is a useful assessment element in a mathematics/computer science course.



      In particular, what would happen if I replaced midterms with many small quizzes? Do we get a change in student learning?










      share|improve this question









      New contributor




      CAB is a new contributor to this site. Take care in asking for clarification, commenting, and answering.
      Check out our Code of Conduct.







      $endgroup$




      Can someone point me to papers indicating whether or not a midterm is an important part of a course?



      I suspect I can find many 'experiential anecdotes' that midterms are good/bad/moot but I would really like some concrete evidence (papers?) that a midterm is a useful assessment element in a mathematics/computer science course.



      In particular, what would happen if I replaced midterms with many small quizzes? Do we get a change in student learning?







      reference-request course-design assessment






      share|improve this question









      New contributor




      CAB is a new contributor to this site. Take care in asking for clarification, commenting, and answering.
      Check out our Code of Conduct.











      share|improve this question









      New contributor




      CAB is a new contributor to this site. Take care in asking for clarification, commenting, and answering.
      Check out our Code of Conduct.









      share|improve this question




      share|improve this question








      edited 7 hours ago









      Xander Henderson

      2,528626




      2,528626






      New contributor




      CAB is a new contributor to this site. Take care in asking for clarification, commenting, and answering.
      Check out our Code of Conduct.









      asked 9 hours ago









      CABCAB

      161




      161




      New contributor




      CAB is a new contributor to this site. Take care in asking for clarification, commenting, and answering.
      Check out our Code of Conduct.





      New contributor





      CAB is a new contributor to this site. Take care in asking for clarification, commenting, and answering.
      Check out our Code of Conduct.






      CAB is a new contributor to this site. Take care in asking for clarification, commenting, and answering.
      Check out our Code of Conduct.






















          1 Answer
          1






          active

          oldest

          votes


















          7












          $begingroup$

          "Cheating Lessons" by James M. Lang argues (and has many references to back up) the claim that smaller, more frequent, lower stakes assessment both improves student learning outcomes and decreases the frequency of cheating.






          share|improve this answer









          $endgroup$









          • 1




            $begingroup$
            amazon.com/gp/product/0674724631
            $endgroup$
            – Jasper
            6 hours ago










          • $begingroup$
            If you change the frequency (and probably the content) of the assessment process, how to you demonstrate that the "improved outcomes" are real? It is sort of obvious that students are more likely to remember something for a week in order to get marks in a test, compared with having the remember the same thing for a year and take an end-of-year exam. But the weekly tests by themselves don't mean they remember anything at the end of the year.
            $endgroup$
            – alephzero
            4 hours ago










          • $begingroup$
            @alephzero I would recommend reading the book. Basically more frequent assessment --> more study with less anxiety --> greater retention in long term. Studies are cited which show superior long term retention when compared with students learning the same content but with fewer assessments.
            $endgroup$
            – Steven Gubkin
            3 hours ago











          Your Answer





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          1 Answer
          1






          active

          oldest

          votes








          1 Answer
          1






          active

          oldest

          votes









          active

          oldest

          votes






          active

          oldest

          votes









          7












          $begingroup$

          "Cheating Lessons" by James M. Lang argues (and has many references to back up) the claim that smaller, more frequent, lower stakes assessment both improves student learning outcomes and decreases the frequency of cheating.






          share|improve this answer









          $endgroup$









          • 1




            $begingroup$
            amazon.com/gp/product/0674724631
            $endgroup$
            – Jasper
            6 hours ago










          • $begingroup$
            If you change the frequency (and probably the content) of the assessment process, how to you demonstrate that the "improved outcomes" are real? It is sort of obvious that students are more likely to remember something for a week in order to get marks in a test, compared with having the remember the same thing for a year and take an end-of-year exam. But the weekly tests by themselves don't mean they remember anything at the end of the year.
            $endgroup$
            – alephzero
            4 hours ago










          • $begingroup$
            @alephzero I would recommend reading the book. Basically more frequent assessment --> more study with less anxiety --> greater retention in long term. Studies are cited which show superior long term retention when compared with students learning the same content but with fewer assessments.
            $endgroup$
            – Steven Gubkin
            3 hours ago
















          7












          $begingroup$

          "Cheating Lessons" by James M. Lang argues (and has many references to back up) the claim that smaller, more frequent, lower stakes assessment both improves student learning outcomes and decreases the frequency of cheating.






          share|improve this answer









          $endgroup$









          • 1




            $begingroup$
            amazon.com/gp/product/0674724631
            $endgroup$
            – Jasper
            6 hours ago










          • $begingroup$
            If you change the frequency (and probably the content) of the assessment process, how to you demonstrate that the "improved outcomes" are real? It is sort of obvious that students are more likely to remember something for a week in order to get marks in a test, compared with having the remember the same thing for a year and take an end-of-year exam. But the weekly tests by themselves don't mean they remember anything at the end of the year.
            $endgroup$
            – alephzero
            4 hours ago










          • $begingroup$
            @alephzero I would recommend reading the book. Basically more frequent assessment --> more study with less anxiety --> greater retention in long term. Studies are cited which show superior long term retention when compared with students learning the same content but with fewer assessments.
            $endgroup$
            – Steven Gubkin
            3 hours ago














          7












          7








          7





          $begingroup$

          "Cheating Lessons" by James M. Lang argues (and has many references to back up) the claim that smaller, more frequent, lower stakes assessment both improves student learning outcomes and decreases the frequency of cheating.






          share|improve this answer









          $endgroup$



          "Cheating Lessons" by James M. Lang argues (and has many references to back up) the claim that smaller, more frequent, lower stakes assessment both improves student learning outcomes and decreases the frequency of cheating.







          share|improve this answer












          share|improve this answer



          share|improve this answer










          answered 9 hours ago









          Steven GubkinSteven Gubkin

          8,55112348




          8,55112348








          • 1




            $begingroup$
            amazon.com/gp/product/0674724631
            $endgroup$
            – Jasper
            6 hours ago










          • $begingroup$
            If you change the frequency (and probably the content) of the assessment process, how to you demonstrate that the "improved outcomes" are real? It is sort of obvious that students are more likely to remember something for a week in order to get marks in a test, compared with having the remember the same thing for a year and take an end-of-year exam. But the weekly tests by themselves don't mean they remember anything at the end of the year.
            $endgroup$
            – alephzero
            4 hours ago










          • $begingroup$
            @alephzero I would recommend reading the book. Basically more frequent assessment --> more study with less anxiety --> greater retention in long term. Studies are cited which show superior long term retention when compared with students learning the same content but with fewer assessments.
            $endgroup$
            – Steven Gubkin
            3 hours ago














          • 1




            $begingroup$
            amazon.com/gp/product/0674724631
            $endgroup$
            – Jasper
            6 hours ago










          • $begingroup$
            If you change the frequency (and probably the content) of the assessment process, how to you demonstrate that the "improved outcomes" are real? It is sort of obvious that students are more likely to remember something for a week in order to get marks in a test, compared with having the remember the same thing for a year and take an end-of-year exam. But the weekly tests by themselves don't mean they remember anything at the end of the year.
            $endgroup$
            – alephzero
            4 hours ago










          • $begingroup$
            @alephzero I would recommend reading the book. Basically more frequent assessment --> more study with less anxiety --> greater retention in long term. Studies are cited which show superior long term retention when compared with students learning the same content but with fewer assessments.
            $endgroup$
            – Steven Gubkin
            3 hours ago








          1




          1




          $begingroup$
          amazon.com/gp/product/0674724631
          $endgroup$
          – Jasper
          6 hours ago




          $begingroup$
          amazon.com/gp/product/0674724631
          $endgroup$
          – Jasper
          6 hours ago












          $begingroup$
          If you change the frequency (and probably the content) of the assessment process, how to you demonstrate that the "improved outcomes" are real? It is sort of obvious that students are more likely to remember something for a week in order to get marks in a test, compared with having the remember the same thing for a year and take an end-of-year exam. But the weekly tests by themselves don't mean they remember anything at the end of the year.
          $endgroup$
          – alephzero
          4 hours ago




          $begingroup$
          If you change the frequency (and probably the content) of the assessment process, how to you demonstrate that the "improved outcomes" are real? It is sort of obvious that students are more likely to remember something for a week in order to get marks in a test, compared with having the remember the same thing for a year and take an end-of-year exam. But the weekly tests by themselves don't mean they remember anything at the end of the year.
          $endgroup$
          – alephzero
          4 hours ago












          $begingroup$
          @alephzero I would recommend reading the book. Basically more frequent assessment --> more study with less anxiety --> greater retention in long term. Studies are cited which show superior long term retention when compared with students learning the same content but with fewer assessments.
          $endgroup$
          – Steven Gubkin
          3 hours ago




          $begingroup$
          @alephzero I would recommend reading the book. Basically more frequent assessment --> more study with less anxiety --> greater retention in long term. Studies are cited which show superior long term retention when compared with students learning the same content but with fewer assessments.
          $endgroup$
          – Steven Gubkin
          3 hours ago










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