Frankly, while it would not be hard to "score" responses in this setting, I have resisted doing so because then the goal becomes to get the best "score," not to learn the material. Since what I do is medical education, there is a mix of science (fact) and art (clinical judgment) involved in answering the questions--see my comment on "permissive" answers in my earlier post. Giving a numeric score penalizes the student who thinks outside the box. And, because the ultimate goal of medical education is to teach students how to "think like a doctor" NOT how to memorize these 10 million factoids, creative thinking should not be penalized--or even appear to be.
M
On Aug 11, 2004, at 1:14 PM, Mark Swindell wrote:
It would seem courseware in this context implies primarily evaluation, not teaching/learning. Students would need to have control of the reins in Revolution to create content that would show learning had occurred.
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