Group items tagged

Can testing -- a challenging task, yet generally considered by test-takers to be a "waste of time" in the short-term -- be a form of engaged learning? What is motivating about tests?

Big state investment in online (old school) testing- new ways to test old models.

Computer-led math learning at Virginia Tech.

Interesting article and very ambitious to address an academic need, but I wonder if the instruction/test environment addresses UDL principles to appeal to a variety of learners or if the multiple choice tests target a narrow definition of math success. I added a blog post above that highlights some of technology's short comings as a platform.

Great point. My feeling is that a lot of higher ed institutions use technology as a way to cut costs, so not much attention is paid to accommodating diverse learners. If I may think back to my own undergrad experience, the prevalent assumption is that you're old enough to seek out additional support on your own when you're stuck or want to learn more. I definitely think though that more attention should be paid to applying UDL principles to educational software (yes, even for adults), so that learning can move beyond passing multiple-choice tests!

just testing

edX using AI to grade student essays.

Grockit makes Test Prep products for the GMAT, SAT, ACT, LSAT, GRE and other university admissions tests.

I was just thinking about the class discussion yesterday when we were talking about pink legos, that parents might be over-thinking the purchase of toys their kids play with. It made me think about the doll test, which many of you might know about already, which is more about race than gender. I think it shows that in terms of racial and self-identity and societal views of beauty, parents might be more thoughtful in purchasing toys. For example, African-American parents might make sure that their daughter has a collection of both the "classic" Barbie dolls and the Barbie dolls of color to make sure that she doesn't believe that she is physically less beautiful or does not fit the ideal form of beauty that the "classic" Barbie represents.

Discusses the need for value-added assessment of learning effectiveness in college.

A profile of a school district that has successfully woven technology into the curriculum after issuing laptops to nearly 4,500 students in grades 4-12 three years ago. Statewide, the district now ranks third in test scores and second in graduation rates.

Interesting study on rewards and motivation: Some excerpts - Rewards worked much better if they were given to students before the test, not after. Researchers found students worked significantly harder to keep what they had than they did to win something new. But none of the incentives worked at any age if students knew they wouldn't get the reward for a month. "All motivating power of the incentives vanishes when rewards are handed out with a delay," the researchers concluded. "Especially among children, the difference between right now and tomorrow is a big difference," Ms. Sadoff said. "For all students it's important that the reward be immediate." That impatience creates a massive problem for incentive programs based on state test results, which can often take months to turn around.

Thanks for this Kasthuri! This gives additional strength to the immediacy of digital rewards and students having access to their own "stats" (both potentially available in games and simulations). The thought of actual green-back monetary rewards for study/learning gives me the heebie-jeebies. I appreciated Alexandra M. Usher's comment, that "it's really important to reward inputs, not outputs [and] to reward behavior that kids can control, rather than just telling them to get better grades."

Article discusses a MIT/Columbia project currently underway that uses AR systems to assist Marines during difficult repairs to weapons systems and vehicles. The test found that mechanics could perform the repairs in half the time when using AR assistance versus the more traditional text-based repair manual. I would be very interested in seeing how more AR in classroom seetings in physics and math might accelerate learning.

Comments in class sparked me to look this up...it's pretty good, though not the same as what was described. You can also get a different version of the test as an iPhone app...

One professor's take on why computer games should be used to assess students

Talk about high stakes tests! These soldiers in basic training are learning about the tools of the trade in simulations designed to evoke emotional reactions not dissimilar to the ones they may face if deployed to a war zone.

Touting how addictive a video game can become for players is an interesting selling point. I am thinking it means, fast highs, quick death (of avatar, etc) and replayability. I would describe THE MORON TEST available on iTunes as having those addictive qualities.

http://www.thersa.org/events/rsaanimate/animate/rsa-animate-drive This RSA animate featuring Daniel Pink focuses on motivation. Although not Pink's thesis, to me it provides the explanation for why bonus pay to teachers (or students) for student achievement, particularly on tests is wrong-headed and damaging to educators and schools as professional environments in the long run. You can't pay people to care but you can organize school environments in which meaningful learning can be achieved. Teachers generally want to succeed and simply need a well-managed opportunity.

Thanks Uche for sharing this talk. I found Dan's insights interesting especially when he said that management is a technology that cannot lead to engagement. It struck me that it was a delicate balance between managing from the outside and developing self-management from inside.

Chris Dede chimes in -- quoted in this article!

Two faculty members test out social media (Twitter and Google+) in the classroom. They evaluate the pros/cons of using these technologies, admittedly not knowing if/how it affects learning outcomes yet.

This article details how a charter school ("Rocketship education") is using computer games based on drill to improve test scores. Assessment procedures in place is obviously a very important driver for such initiatives.

By reading your linked article I came across this post about Carol Dweck's Brainology work and what it says about praise in schools: http://mindshift.kqed.org/2012/02/discovering-how-to-learn-smarter/#more-18821. Thanks, Pradeep!

Thanks for the link to the brainology article, Stephanie! So, instead of saying "You are so smart", can we point out to the students how they are getting 'smarter'? That way they will get the notion of growth.