If it is actually a intermediate only workshop. can we give them an
assignment to do?
They're not novices, so a little more should be expected from them.

One that comes to mind is the snap crackle pop hw.
It goes along the lines of:
"write a program that prints the numbers from 0 to 99 inclusive, for each
multiple of 3 print 'snap'
each multiple of 7 'crackle', and multiple of 11 'pop'"
mention that if they cannot solve this in 20? minutes , they should opt to
attend a beginner workshop

let it be on their own merit in terms of doing and 'correctness'.

This would avoid having that student who has never seems a list or loop
from attending





On Fri, Oct 31, 2014 at 1:42 PM, Greg Wilson <
[email protected]> wrote:

> On 2014-10-30 2:55 PM, Naupaka Zimmerman wrote:
>
>> I'd love to hear if any other people have advice for improving the
>> pre-course surveys to discriminate (make everyone write a fizz-buzz in
>> their language of choice? bringing a printout of their favorite geeky
>> meme?) between experience levels or more broadly about how folks have
>> effectively/successfully engaged groups with heterogeneous experience
>> levels.
>>
>
> I'm strongly in favor of finding out more about our learners before our
> workshops and/or making sure that people attend the right ones, but there's
> a trap we need to avoid.  Our educational system trains people to believe
> that every test counts.  Even if we tell them the pre-assessment isn't a
> test, some will perceive it that way, and if they can't get the right
> answers, they won't sign up for the workshop.  Ironically, these are often
> exactly the people we most want to help.  I don't know how big a problem
> this is (I don't even know what metric I'd use), but several conversations
> in the past two years make me believe it's big enough that we need to
> design for it.
>
> Thanks,
> Greg
>
> --
> Greg Wilson
> Software Carpentry | http://www.software-carpentry.org/
>
>
>
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