Midterm in Mathematics CoursesIdeological Teaching in Logic CoursesHow to convey the meaning of...
Why didn't the 2019 Oscars have a host?
A fantasy book with seven white haired women on the cover
Why does 0.-5 evaluate to -5?
Does the ditching switch allow an A320 to float indefinitely?
Midterm in Mathematics Courses
Taking headphones when quitting job
Boss asked me to sign a resignation paper without a date on it along with my new contract
When Are Enum Values Defined?
Subsurf on a crown. How can I smooth some edges and keep others sharp?
The No-Straight Maze
Why is one not obligated to give up his life rather than violate Lashon Hara?
I have trouble understanding this fallacy: "If A, then B. Therefore if not-B, then not-A."
How would an AI self awareness kill switch work?
Calculate of total length of edges in Voronoi diagram
What's this assembly doing?
Which RAF squadrons and aircraft types took part in the bombing of Berlin on the 25th of August 1940?
Will rerolling initiative each round stop meta-gaming about initiative?
Equivalent of "illegal" for violating civil law
Memory usage: #define vs. static const for uint8_t
How big is a framed opening for a door relative to the finished door opening width?
Is there a file that always exists and a 'normal' user can't lstat it?
Does the US government have any planning in place to ensure there's no shortages of food, fuel, steel and other commodities?
How can the probability of a fumble decrease linearly with more dice?
What to do with threats of blacklisting?
Midterm in Mathematics Courses
Ideological Teaching in Logic CoursesHow to convey the meaning of “mathematical maturity”?Alternative remedial courses before calculusGrading homework problems on completion vs. correctness, and overall gradingPhysics-based mathematical coursesWhat courses should be a part of a Mathematics Education degree program?Order of Topics in Introductory Proofs ClassLogic in symbols or wordsWhat is known about discrimination and difficulty in test questions?Teaching undergraduates who expect a high-school-like learning environment
$begingroup$
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
edited 7 hours ago
Xander Henderson
2,528626
asked 9 hours ago
CABCAB
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.
$endgroup$
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
edited 7 hours ago
Xander Henderson
2,528626
asked 9 hours ago
CABCAB
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.
$endgroup$
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
edited 7 hours ago
Xander Henderson
2,528626
asked 9 hours ago
CABCAB
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.
$endgroup$
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
edited 7 hours ago
Xander Henderson
2,528626
asked 9 hours ago
CABCAB
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.
edited 7 hours ago
Xander Henderson
2,528626
asked 9 hours ago
CABCAB
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.
edited 7 hours ago
Xander Henderson
2,528626
edited 7 hours ago
Xander Henderson
2,528626
edited 7 hours ago
Xander Henderson
2,528626
2,528626
asked 9 hours ago
CABCAB
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.
asked 9 hours ago
CABCAB
161
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.
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.
answered 9 hours ago
Steven GubkinSteven Gubkin
8,55112348
$endgroup$
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 |
Your Answer
StackExchange.ifUsing("editor", function () {
return StackExchange.using("mathjaxEditing", function () {
StackExchange.MarkdownEditor.creationCallbacks.add(function (editor, postfix) {
StackExchange.mathjaxEditing.prepareWmdForMathJax(editor, postfix, [["$", "$"], ["\\(","\\)"]]);
});
});
}, "mathjax-editing");
StackExchange.ready(function() {
var channelOptions = {
tags: "".split(" "),
id: "548"
};
initTagRenderer("".split(" "), "".split(" "), channelOptions);
StackExchange.using("externalEditor", function() {
// Have to fire editor after snippets, if snippets enabled
if (StackExchange.settings.snippets.snippetsEnabled) {
StackExchange.using("snippets", function() {
createEditor();
});
}
else {
createEditor();
}
});
function createEditor() {
StackExchange.prepareEditor({
heartbeatType: 'answer',
autoActivateHeartbeat: false,
convertImagesToLinks: false,
noModals: true,
showLowRepImageUploadWarning: true,
reputationToPostImages: null,
bindNavPrevention: true,
postfix: "",
imageUploader: {
brandingHtml: "Powered by u003ca class="icon-imgur-white" href="https://imgur.com/"u003eu003c/au003e",
contentPolicyHtml: "User contributions licensed under u003ca href="https://creativecommons.org/licenses/by-sa/3.0/"u003ecc by-sa 3.0 with attribution requiredu003c/au003e u003ca href="https://stackoverflow.com/legal/content-policy"u003e(content policy)u003c/au003e",
allowUrls: true
},
noCode: true, onDemand: true,
discardSelector: ".discard-answer"
,immediatelyShowMarkdownHelp:true
});
}
});
CAB is a new contributor. Be nice, and check out our Code of Conduct.
Sign up or log in
StackExchange.ready(function () {
StackExchange.helpers.onClickDraftSave('#login-link');
});
Sign up using Google
Sign up using Facebook
Sign up using Email and Password
Post as a guest
Required, but never shown
StackExchange.ready(
function () {
StackExchange.openid.initPostLogin('.new-post-login', 'https%3a%2f%2fmatheducators.stackexchange.com%2fquestions%2f15289%2fmidterm-in-mathematics-courses%23new-answer', 'question_page');
}
);
Post as a guest
Required, but never shown
1 Answer
1
active
oldest
votes
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.
answered 9 hours ago
Steven GubkinSteven Gubkin
8,55112348
$endgroup$
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.
answered 9 hours ago
Steven GubkinSteven Gubkin
8,55112348
$endgroup$
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.
answered 9 hours ago
Steven GubkinSteven Gubkin
8,55112348
$endgroup$
"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
answered 9 hours ago
Steven GubkinSteven Gubkin
8,55112348
answered 9 hours ago
Steven GubkinSteven Gubkin
8,55112348
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.
Thanks for contributing an answer to Mathematics Educators Stack Exchange!
- Please be sure to answer the question. Provide details and share your research!
But avoid …
- Asking for help, clarification, or responding to other answers.
- Making statements based on opinion; back them up with references or personal experience.
Use MathJax to format equations. MathJax reference.
To learn more, see our tips on writing great answers.
Sign up or log in
StackExchange.ready(function () {
StackExchange.helpers.onClickDraftSave('#login-link');
});
Sign up using Google
Sign up using Facebook
Sign up using Email and Password
Post as a guest
Required, but never shown
StackExchange.ready(
function () {
StackExchange.openid.initPostLogin('.new-post-login', 'https%3a%2f%2fmatheducators.stackexchange.com%2fquestions%2f15289%2fmidterm-in-mathematics-courses%23new-answer', 'question_page');
}
);
Post as a guest
Required, but never shown
Sign up or log in
StackExchange.ready(function () {
StackExchange.helpers.onClickDraftSave('#login-link');
});
Sign up using Google
Sign up using Facebook
Sign up using Email and Password
Post as a guest
Required, but never shown
Sign up or log in
StackExchange.ready(function () {
StackExchange.helpers.onClickDraftSave('#login-link');
});
Sign up using Google
Sign up using Facebook
Sign up using Email and Password
Post as a guest
Required, but never shown
Sign up or log in
StackExchange.ready(function () {
StackExchange.helpers.onClickDraftSave('#login-link');
});
Sign up using Google
Sign up using Facebook
Sign up using Email and Password
Sign up using Google
Sign up using Facebook
Sign up using Email and Password
Post as a guest
Required, but never shown
Required, but never shown
Required, but never shown
Required, but never shown
Required, but never shown
Required, but never shown
Required, but never shown
Required, but never shown
Required, but never shown
