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Midterm in Mathematics Courses
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Midterm in Mathematics Courses
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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
New contributor
$endgroup$
add a comment |
$begingroup$
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?
reference-request course-design assessment
New contributor
$endgroup$
add a comment |
$begingroup$
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?
reference-request course-design assessment
New contributor
$endgroup$
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
reference-request course-design assessment
New contributor
New contributor
edited 7 hours ago
Xander Henderson
2,528626
2,528626
New contributor
asked 9 hours ago
CABCAB
161
161
New contributor
New contributor
add a comment |
add a comment |
1 Answer
1
active
oldest
votes
$begingroup$
"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.
$endgroup$
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
add a comment |
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1 Answer
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active
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1 Answer
1
active
oldest
votes
active
oldest
votes
active
oldest
votes
$begingroup$
"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.
$endgroup$
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
add a comment |
$begingroup$
"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.
$endgroup$
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
add a comment |
$begingroup$
"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.
$endgroup$
"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.
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
add a comment |
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
add a comment |
CAB is a new contributor. Be nice, and check out our Code of Conduct.
CAB is a new contributor. Be nice, and check out our Code of Conduct.
CAB is a new contributor. Be nice, and check out our Code of Conduct.
CAB is a new contributor. Be nice, and check out our Code of Conduct.
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