Hello Laura, That's better than the Abstract Algebra class I took as an undergraduate. The highest score on Test 1 was 19%. I got 6%! I retook the class from another teacher and topped the class. Liked the subject so much I took the second semester just for fun. Testing and teaching strategies make a tremendous difference.
Sunday, December 4, 2005, 11:50:22 PM, you wrote: LC> In a message of Sun, 04 Dec 2005 11:32:27 PST, Scott David Daniels writes: >>I wrote: >> >> ... keeping people at 80% correct is great rule-of-thumb goal ... >> >>To elaborate on the statement above a bit, we did drill-and practice >>teaching (and had students loving it). The value of the 80% is for >>maximal learning. Something like 50% is the best for measurement theory >>(but discourages the student drastically). In graduate school I had >>one instructor who tried to target his tests to get 50% as the average >>mark. It was incredibly discouraging for most of the students (I >>eventually came to be OK with it, but it took half the course). LC> <snip> LC> 'Discouraging' misses the mark. The University of Toronto has professors LC> who like to test to 50% as well. And it causes suicides among undergraduates LC> who are first exposed to this, unless there is adequate preparation. This LC> is incredibly _dangerous_ stuff. LC> Laura >>--Scott David Daniels >>[EMAIL PROTECTED] >> >>_______________________________________________ >>Edu-sig mailing list >>Edu-sig@python.org >>http://mail.python.org/mailman/listinfo/edu-sig LC> _______________________________________________ LC> Edu-sig mailing list LC> Edu-sig@python.org LC> http://mail.python.org/mailman/listinfo/edu-sig -- Best regards, Chuck _______________________________________________ Edu-sig mailing list Edu-sig@python.org http://mail.python.org/mailman/listinfo/edu-sig
