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lkryder

Test-Taking Cements Knowledge Better Than Studying, Researchers Say - NYTimes.com - 0 views

www.nytimes.com/...21memory.html

tests quizzes assessment brain based learning constructivism knowledge studying nytimes

shared by lkryder on 10 Jun 14 - No Cached
  • students who read a passage, then took a test asking them to recall what they had read, retained about 50 percent more of the information a week later than students who used two other methods.
  • the illusion that they know material better than they do.
  • “I think that learning is all about retrieving, all about reconstructing our knowledge,” said the lead author, Jeffrey Karpicke, an assistant professor of psychology at Purdue University. “I think that we’re tapping into something fundamental about how the mind works when we talk about retrieval.”
  • ...7 more annotations...
  • These other methods not only are popular, the researchers reported; they also seem to give students
  • The final group took a “retrieval practice” test. Without the passage in front of them, they wrote what they remembered in a free-form essay for 10 minutes. Then they reread the passage and took another retrieval practice test.
  • But when they were evaluated a week later, the students in the testing group did much better than the concept mappers. They even did better when they were evaluated not with a short-answer test but with a test requiring them to draw a concept map from memory.
  • we are organizing it and creating cues and connections that our brains later recognize.
  • But “when we use our memories by retrieving things, we change our access” to that information, Dr. Bjork said. “What we recall becomes more recallable in the future. In a sense you are practicing what you are going to need to do later.”
  • The Purdue study supports findings of a recent spate of research showing learning benefits from testing, including benefits when students get questions wrong.
  • Howard Gardner, an education professor at Harvard who advocates constructivism — the idea that children should discover their own approach to learning, emphasizing reasoning over memorization — said in an e-mail that the results “throw down the gauntlet to those progressive educators, myself included.” “Educators who embrace seemingly more active approaches, like concept mapping,” he continued, “are challenged to devise outcome measures that can demonstrate the superiority of such constructivist approaches.”
    • lkryder
      lkryder on 10 Jun 14
       
      I am impressed by the constructivist community realizing what a powerful study this is. I think this is an indication of what we will start to see as brain based learning studies increasingly show us what is happening biologically when we learn.
  • lkryder on 10 Jun 14
     
    This NYTimes article does contain a link to the actual study but you need an account. The excerpts though and the responses by Gardner was very interesting
  • lkryder on 10 Jun 14
     
    This NYTimes article does contain a link to the actual study but you need an account. The excerpts though and the responses by Gardner was very interesting. I will try to find access to the study in the library database
  • lkryder on 10 Jun 14
     
    This NYTimes article does contain a link to the actual study but you need an account. The excerpts though and the responses by Gardner was very interesting. I will try to locate the study in the library database
Melissa Pietricola

Study hits 'grade inflation' in New York state testing of pupils | SILive.com - 0 views

www.silive.com/...y_hits_grade_inflation_in.html

grade inflation

shared by Melissa Pietricola on 14 Jul 10 - Cached
  • middle-school students who passed their math and English Language Arts tests are likely to struggle on their high school Regents exams
  • tudents who scored a Level 3 on their state tests -- which is considered passing -- would likely earn a 65 on their Regents exams, but that a score of 80 was typically needed to earn college credit for a course, according to the News.
  • Steiner is also calling for longer tests with more rigorous questions.
    • Melissa Pietricola
      Melissa Pietricola on 14 Jul 10
       
      Does longer mean better? Does a longer test necessarily mean it will better assess the learning objective?
  • ...3 more annotations...
  • Critics have long been saying the tests appeared to be getting easier, and have wondered whether the scoring was adjusted to make politicians look better.
    • Melissa Pietricola
      Melissa Pietricola on 14 Jul 10
       
      Do regents and middle level state tests give kids "false sense of hope" as she states? My kids could care less what the state says. They are worried about their daily grades.
  • "But by any measure -- including the highly respected NAEP exams, state tests, and graduation rates -- due to the bold reform agenda implemented by this administration, the significant progress made by New York City students has far outpaced that of students in the rest of New York state."
  • Melissa Pietricola on 14 Jul 10
     
    NYS example of grade inflation; focusing on the middle level
Amy M

The Links Between Testing and Teaching - 0 views

www.ascd.org/...ween-Testing-and-Teaching.aspx

shared by Amy M on 22 Jun 12 - No Cached
  • Why We Test
  • Figure 1.1. Educational Testing as an Inference-Making Process
  • Using Tests to Determine How Long to Teach Something
  • ...1 more annotation...
  • Figure 1.2. A Common Model for Determining Instrumental Impact
  • Amy M on 22 Jun 12
     
    Making links between teaching and testing.  A variety of suggestions.
Joan McCabe

Norm-Referenced Testing and Criterion-Referenced Testing: The Differences in Purpose, C... - 0 views

www.eric.ed.gov/ED402327.pdf

assessment learning outcomes objectives tests

shared by Joan McCabe on 20 Jul 12 - No Cached
  • Joan McCabe on 20 Jul 12
     
    Explains the differences between these two types of tests. Criterion-Referenced tests are based on learning outcomes and the application of knowledge rather than how one student compares with the norm group of students.
Amy M

Only 7 Percent of Teachers Believe in Standardized Tests - Education - GOOD - 0 views

www.good.is/...-believe-in-standardized-tests

shared by Amy M on 06 Jul 12 - No Cached
  • only 7 percent of educators see standardized tests as being essential.
  • With standardized tests, students often don’t get their results until months after they’ve taken them—which often ends up being after the school year is over, making them much less useful to the learning process.
  • Amy M on 06 Jul 12
     
    despite the number of standardized testing, educators don't see the point
Robert Braathe

Best Practices for Online Testing - 0 views

ed.oc.edu/...tPracticesforOnlineTesting.pdf

cheating learning online proctored testing

shared by Robert Braathe on 20 Jun 08 - No Cached
  • Robert Braathe on 20 Jun 08
     
    A nice resource for setting up online testing (if you really need to do testing in this manner)
Joan McCabe

Clipart Guide - 0 views

www.clipartguide.com/...test.html

clipart images illustrations

shared by Joan McCabe on 08 Jul 12 - No Cached
  • Joan McCabe on 08 Jul 12
     
    - Test Clipart, Clip Art Illustrations, Images, Graphics and Test Pictures
Kristina Lattanzio

Music Theory Skills Tests - 0 views

www.coastonline.org/...skilltests.html

module 4 assignment

shared by Kristina Lattanzio on 20 Jul 09 - Cached
    • Kristina Lattanzio
      Kristina Lattanzio on 20 Jul 09
       
      The aural skills section includes several links to listening skills tests. Some of these will be used in Music Theory and Analysis course.
  • Interactive Applet Skill Tests
    • Kristina Lattanzio
      Kristina Lattanzio on 20 Jul 09
       
      This site includes many music theory drill and practice exercises. They are organized into several categories and include theory drills, tutorials and aural listening skills training.
  • Kristina Lattanzio on 20 Jul 09
     
    This page provides many links into different kinds of music theory drill and practice tests. There are different categories with theory training, tutorials and aural skills training.
Amy M

Test Problems: Seven Reasons Why Standardized Tests Are Not Working | Education.com - 0 views

www.education.com/...Ref_Test_Problems_Seven

shared by Amy M on 06 Jul 12 - No Cached
  • Seventy-nine percent of teachers surveyed by Education Week said they spent "a great deal" or "somewhat" of their time instructing students in test-taking skills, and 53 percent said they used state practice tests a great deal or somewhat
  • Amy M on 06 Jul 12
     
    why NCLB doesn't work
Amy M

Test-Taking Strategies that Work, Teaching Tips of the Week, Teaching Today, Glencoe On... - 0 views

www.glencoe.com/...78

shared by Amy M on 06 Jul 12 - Cached
  • Test-Taking Strategies that Work
  • Amy M on 06 Jul 12
     
    OER for standardized test taking
Amy M

Teacher Evaluations Pose Test for States - WSJ.com - 0 views

online.wsj.com/...3961204577267562780533458.html

shared by Amy M on 06 Jul 12 - No Cached
  • 30% of classroom teachers in the U.S. work in grades or subjects covered by state standardized tests.
  • In North Carolina, a team of 800 teachers is working with state officials to create standardized exams for virtually every subject.
  • In North Carolina, a team of 800 teachers is working with state officials to create standardized exams for virtually every subject.
  • Amy M on 06 Jul 12
     
    standardized tests for teacher evaluations
Erin Fontaine

Accountability, Yes. Teaching to the Test, No. -- THE Journal - 0 views

thejournal.com/...s-Teaching-to-the-Test-No.aspx

shared by Erin Fontaine on 06 Jul 12 - No Cached
  • there is a valuable place for them. If results inform instruction and tell the teacher that a student does not have basic skills in some area deemed essential, isn't that important to know for intervention to be provided? The era of "passing the buck" is gone.
  • We have misused and abused standardized tests to a point where we've lost site of the purpose of testing.
  • Erin Fontaine on 06 Jul 12
     
    Very interesting. Def an article I agree with!
Amy M

Designing for Mobile Devices in Higher Education Research « Researching Usabi... - 0 views

lorrainepaterson.wordpress.com/...s-in-higher-education-research

shared by Amy M on 20 Jun 12 - No Cached
  • Charging for it Creating a game Using specific locations (though some devices are able to detect location through browser applications) Using cameras Using accelerometers (to detect motion or rotation) Accessing file systems Offline users
  • Amy M on 20 Jun 12
     
    CDL Recommendations: Auto-detect mobile devices and automatically display mobile version of a site (though always provide obvious links back to the full version of the site). Create mobile websites rather than apps whenever possible so that users do not  need to download software in advance of using it. Advertise through a variety of channels, including campus or departmental emails, campus websites, library websites, and blogs. Overall CDL design recommendations: Set up testing practices and environments for the most heavily used device platforms (Apple iOS,  RIM Blackberry OS, and Android OS). Test with physical devices where possible rather than emulation environments. Support mobile web access as opposed to building standalone mobile applications. Adopt and maintain web analytical tools to accurate mobile device tracking and usage statistics for online services. Continue to survey constituents and end-users annually or bi-annually to capture rapidly changing behaviours.
lkryder

CL-1: Field-tested Learning Assessment Guide (FLAG): Assessment Primer (1 of 5) - 0 views

www.flaguide.org/...primerfull.php

formative assessment CATs assessment classroom assessment techniques Learning

shared by lkryder on 11 Jun 14 - Cached
  • There is considerable evidence showing that assessment drives student learning. More than anything else, our assessment tools tell students what we consider to be important. They will learn what we guide them to learn through our assessments.
    • lkryder
      lkryder on 11 Jun 14
       
      If you begin a course design with this in mind, and fold your feedback loops in carefully, students will know what matters and what to work at for success
  • Assessment is more than grades To many, the word "assessment" simply means the process by which we assign students grades. Assessment is much more than this, however. Assessment is a mechanism for providing instructors with data for improving their teaching methods and for guiding and motivating students to be actively involved in their own learning. As such, assessment provides important feedback to both instructors and students. Assessment is Feedback for Both Instructors and Students Assessment gives us essential information about what our students are learning and about the extent to which we are meeting our teaching goals. But the true power of assessment comes in also using it to give feedback to our students. Improving the quality of learning in our courses involves not just determining to what extent students have mastered course content at the end of the course; improving the quality of learning also involves determining to what extent students are mastering content throughout the course.
  • Assessment Drives Student Learning The types of assessment usually performed in first-year science, math, engineering, and technology (STEM) courses--giving students tests--merely inform students about their grade, or ranking, after they have received instruction. In addition, these common testing techniques--which typically test for fact-based knowledge and algorithmic problem solving--tell our students that this is the type of knowledge we think is most important. That is, we appear to value the understanding of concepts at a relatively low level. Given that this is the type of assessment our students most frequently encounter, and that it will eventually lead to their final course grades, students learn to study the content in our courses in an expeditious way that allows them to succeed in passing many first-year STEM courses without necessarily developing deep understanding of concepts. It is our assessment that drives students learning.
  • lkryder on 11 Jun 14
     
    The full primer for convenience
Joan Erickson

TIMSS Tests -- Take a Practice TIMSS Test Online - 0 views

www.edinformatics.com/...timss_intro.htm

shared by Joan Erickson on 14 Jul 10 - Cached
  • Joan Erickson on 14 Jul 10
     
    TIMSS math sample test
Michael Lucatorto

Unshielded Colliders: Poverty and Education - 0 views

www.unshieldedcolliders.org/...poverty-and-education.html

education poverty

shared by Michael Lucatorto on 27 Jun 11 - No Cached
  • For example, Mel Riddile points out that when one conditions on various measures of poverty, instead of trailing other nations, the U.S. actually comes out on top! He concludes that "when it comes to school improvement, it's poverty not stupid." Poverty causes educational deficiency.
  • or example, Mel Riddile points out that when one conditions on various measures of poverty, instead of trailing other nations, the U.S. actually comes out on top! He concludes that "when it comes to school improvement, it's poverty not stupid." Poverty causes educational deficienc
  • Michael Lucatorto on 27 Jun 11
     
    For example, Mel Riddile points out that when one conditions on various measures of poverty, instead of trailing other nations, the U.S. actually comes out on top! He concludes that "when it comes to school improvement, it's poverty not stupid." Poverty causes educational deficiency. Now, I like to actually have data to play around with, in part because people have been known to lie about politically charged issues and in part because I like to have nice graphs (which are not provided by Riddile). Anyway, it turns out that international poverty data is pretty hard to come by and fraught with interpretational difficulties. On the other hand, the National Assessment of Educational Progress provides test data for most of the states in the U.S., and the U.S. Census Bureau provides data on the percentage of people in poverty by state. I took the NAEP data for 8th grade science achievement and regressed on the percentage of people below the poverty line for the measured states. The two are negatively associated: as poverty increases, science achievement scores decrease according to the relationship in the plot below. (Alaska, Kansas, Nebraska, and Vermont did not meet NAEP reporting guidelines and are not included in the plot above.) The association is highly significant (p=9.98*10-6). I also took pilot NAEP data for 8th grade mathematics achievement and regressed on the percentage of people below the poverty line for the measured states. (Evidently, the NAEP has only just started testing for mathematics achievement, and only eleven states were included in their pilot.) Again, the two are negatively associated. The slope of the relation turns out to be almost exactly the same as for science achievement. The association is not as significant, but it is still significant (p=0.0186). (My guess is the association is less significant in this case because fewer states were measured.) Clearly there is an association between poverty and achievement in science and mathem
Maria Guadron

Assessing student performance: exploring the purpose and limits of testing - Grant P. W... - 0 views

books.google.com/books

authentic assessment

shared by Maria Guadron on 23 Jun 12 - No Cached
  • Maria Guadron on 23 Jun 12
     
    "In this book, Grant P. Wiggins clarifies the limits of testing in an assessment system."
Amy M

Technology for Online Standardized Testing vs. Technology for Teaching, Learning, and C... - 0 views

blogs.edweek.org/...c_horizon_report_k-12_edi.html

shared by Amy M on 06 Jul 12 - No Cached
  • And for the network folks, it's geek fun time to see if the wireless network has enough bandwidth for all those multiple choice "A, B, C, or D" answers zipping through the air
  • Fun times.
  • one year from now?
  • ...4 more annotations...
  • two or three years?
  • four to five years?
  • trends
  • challenges
  • Amy M on 06 Jul 12
     
    using tech for multiple choice tests
Erin Fontaine

Standardized Testing And Its Impact On Critical Thinking | digtriad.com - 0 views

www.digtriad.com/...st-Affect-Our-Ability-To-Think

shared by Erin Fontaine on 06 Jul 12 - No Cached
  • Department of Motor Vehicles is a great example
  • three dimension of learning: cognitive, psychomotor, and affective (or knowledge, skills, and disposition).
  • Dr. Graham said modern day testing only looks at the cognitive aspect.
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