Interesting. When the law society of Upper Canada was working
on CAI for teaching tax law to law students, they found that
the percentage correct they set has a definite, measurable effect
on the amount of time that the students were willing to drill.
At above 85%, the students believed they
Thanks, Wesley!
If the item bank were larger, you would not have received easier questions
at the end. You would have gotten more difficult questions. The bank for the
demo is quite small, so you exhausted all of the difficult ones first
because your ability initially mapped on to the
damon bryant wrote:
...
I have corrected the issue with the use of 'sum' (now ‘sum1’) and the
I'd suggest total would be a better replacement than sum1.
--Scott David Daniels
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Total does make more sense. I've made the change to total. Thanks, Scott!
From: Scott David Daniels [EMAIL PROTECTED]
To: edu-sig@python.org
Subject: Re: [Edu-sig] Python Programming: Procedural Online Test
Date: Tue, 06 Dec 2005 13:23:52 -0800
damon bryant wrote:
...
I have corrected the
[ Scott Durkin ]:
Could it be argued that the goal be for all students to score 100%
on the
desired content?
That is precisely my goal when I elaborate exams. No success so far ;o)
[ Damon Bryant ]:
No, students are not receiving a hard A or an easy A. I make no
classifications
Damon,
Thank you for your thoughtful response. In terms of the Python tests, I
as well would hope that all my students (13- to 15-years-old) could answer
questions based on the content shared - kind of in the spirit of the
Computing for All/Core Knowledge (NoChildLeftBehind-ish? - not playing
