This document summarizes a presentation on using multiple choice questions (MCQs) for formative assessment in mathematics. The presentation covered:
- Designing effective MCQs to identify common misconceptions based on examiner reports
- Conducting a case study using online revision quizzes with MCQs for bottom set year 10 students
- Collecting data through lesson observations, student questionnaires, and teacher interviews
- Finding that MCQs can effectively assess understanding in discussions and identify gaps, but have limitations like guessing and copying answers
The document discusses open book examinations and provides guidance on their design and implementation. It begins by outlining the session objectives, which include concepts of teaching and learning, examination issues, and types of open book exams. Empirical research findings suggest open book exams reduce stress but may not lead to higher achievement. They encourage higher-order thinking over memorization. Well-designed open book questions focus on applying, analyzing, evaluating, and synthesizing knowledge rather than recall. Guidelines are provided for question types, materials permitted, and how to structure questions according to Bloom's Taxonomy to assess different cognitive levels.
Cracking the challenge of formative assessment and feedbackTansy Jessop
This document summarizes a workshop on formative assessment given by Tansy Jessop. The workshop included discussing the rationale for formative assessment, current data showing low formative to summative assessment ratios, and reasons students may be reluctant to do formative work. Case studies were presented that showed successful strategies for formative assessment, including reducing summative workload, linking formative and summative assessments, and using public and collaborative tasks. Principles for good formative assessment that emerged included balancing formative and summative assessments, using authentic tasks, and providing relational and conversational feedback.
Turning Students from “Under-prepared” to “College Ready”: Learning from the...Jennifer Whetham
Over a two year period, students taking developmental English and math courses were asked to rate topics on student success. The highest rated topics overall were managing time, critical thinking, and test preparation. Math students rated topics on critical thinking and test preparation most useful, while English students rated time management, goals, and navigating the online system as most useful. A successful program integrated additional class time and individual support for underprepared students, increasing the percentage completing college-level courses in two years from 20% to 38% in math and from 46% to 67% in English.
1) The document discusses findings from the TESTA (Transforming the Experience of Students Through Assessment) project which aimed to improve student learning through innovative assessment practices.
2) Key findings from the TESTA audit, student surveys, and focus groups showed that students experienced a high volume of summative assessments with little formative assessment and feedback that did not effectively support future learning.
3) Modular course structures and competition for student time and effort between assessments were found to reduce opportunities for formative tasks and meaningful feedback interactions between students and staff.
1) The document discusses findings from the TESTA (Transforming the Experience of Students Through Assessment) project which aimed to improve student learning through better assessment practices.
2) Key findings included that students experienced too much high-stakes summative assessment leaving little time for formative tasks or deeper learning. Feedback was often untimely and not aligned with learning.
3) Students reported being confused about learning goals and standards due to inconsistent marking between staff. The modular system hindered integrated, connected learning across modules.
Assessment For Learning In Mathematics Using Multiple Choice QuestionsClaire Webber
This document summarizes a research study that investigated using multiple choice questions (MCQs) for formative assessment in mathematics. The study was motivated by the goal of improving exam results for low-ability students. It developed a methodological framework for designing effective MCQs by sourcing common student misconceptions from examiner reports. The study conducted qualitative research including lesson observations and student questionnaires to evaluate the developed resources and framework. The results provide insight into how MCQs can be useful for formative assessment and identifying misconceptions in mathematics.
The document discusses open book examinations and provides information on several related topics:
1. It defines open book examinations and notes that they assess higher-order thinking skills like application and analysis, rather than memorization.
2. Guidelines from the AICTE in India mandate open book exams for some engineering courses to encourage problem-solving over rote learning.
3. Effective question design is important for open book exams, focusing on interpretation, critical reasoning, and application of knowledge rather than locating and restating information.
4. A variety of question types can be used, including essay questions, problems to solve, and those based on provided data or scenarios.
Implications of the student learning journey for teachingTansy Jessop
This document outlines implications for teaching based on student learning theories. It discusses three key issues that can hinder the student learning journey: 1) disconnected curriculum design, 2) overemphasis on content knowledge over concepts, and 3) lack of authentic student engagement. To address these, the document recommends curriculum design that connects learning across courses, focusing more on teaching concepts than content, and increasing formative assessment and student-led intellectual activities. It argues this shifts learning from a transmission model to a social constructivist model that better facilitates students' intellectual development.
The document discusses open book examinations and provides guidance on their design and implementation. It begins by outlining the session objectives, which include concepts of teaching and learning, examination issues, and types of open book exams. Empirical research findings suggest open book exams reduce stress but may not lead to higher achievement. They encourage higher-order thinking over memorization. Well-designed open book questions focus on applying, analyzing, evaluating, and synthesizing knowledge rather than recall. Guidelines are provided for question types, materials permitted, and how to structure questions according to Bloom's Taxonomy to assess different cognitive levels.
Cracking the challenge of formative assessment and feedbackTansy Jessop
This document summarizes a workshop on formative assessment given by Tansy Jessop. The workshop included discussing the rationale for formative assessment, current data showing low formative to summative assessment ratios, and reasons students may be reluctant to do formative work. Case studies were presented that showed successful strategies for formative assessment, including reducing summative workload, linking formative and summative assessments, and using public and collaborative tasks. Principles for good formative assessment that emerged included balancing formative and summative assessments, using authentic tasks, and providing relational and conversational feedback.
Turning Students from “Under-prepared” to “College Ready”: Learning from the...Jennifer Whetham
Over a two year period, students taking developmental English and math courses were asked to rate topics on student success. The highest rated topics overall were managing time, critical thinking, and test preparation. Math students rated topics on critical thinking and test preparation most useful, while English students rated time management, goals, and navigating the online system as most useful. A successful program integrated additional class time and individual support for underprepared students, increasing the percentage completing college-level courses in two years from 20% to 38% in math and from 46% to 67% in English.
1) The document discusses findings from the TESTA (Transforming the Experience of Students Through Assessment) project which aimed to improve student learning through innovative assessment practices.
2) Key findings from the TESTA audit, student surveys, and focus groups showed that students experienced a high volume of summative assessments with little formative assessment and feedback that did not effectively support future learning.
3) Modular course structures and competition for student time and effort between assessments were found to reduce opportunities for formative tasks and meaningful feedback interactions between students and staff.
1) The document discusses findings from the TESTA (Transforming the Experience of Students Through Assessment) project which aimed to improve student learning through better assessment practices.
2) Key findings included that students experienced too much high-stakes summative assessment leaving little time for formative tasks or deeper learning. Feedback was often untimely and not aligned with learning.
3) Students reported being confused about learning goals and standards due to inconsistent marking between staff. The modular system hindered integrated, connected learning across modules.
Assessment For Learning In Mathematics Using Multiple Choice QuestionsClaire Webber
This document summarizes a research study that investigated using multiple choice questions (MCQs) for formative assessment in mathematics. The study was motivated by the goal of improving exam results for low-ability students. It developed a methodological framework for designing effective MCQs by sourcing common student misconceptions from examiner reports. The study conducted qualitative research including lesson observations and student questionnaires to evaluate the developed resources and framework. The results provide insight into how MCQs can be useful for formative assessment and identifying misconceptions in mathematics.
The document discusses open book examinations and provides information on several related topics:
1. It defines open book examinations and notes that they assess higher-order thinking skills like application and analysis, rather than memorization.
2. Guidelines from the AICTE in India mandate open book exams for some engineering courses to encourage problem-solving over rote learning.
3. Effective question design is important for open book exams, focusing on interpretation, critical reasoning, and application of knowledge rather than locating and restating information.
4. A variety of question types can be used, including essay questions, problems to solve, and those based on provided data or scenarios.
Implications of the student learning journey for teachingTansy Jessop
This document outlines implications for teaching based on student learning theories. It discusses three key issues that can hinder the student learning journey: 1) disconnected curriculum design, 2) overemphasis on content knowledge over concepts, and 3) lack of authentic student engagement. To address these, the document recommends curriculum design that connects learning across courses, focusing more on teaching concepts than content, and increasing formative assessment and student-led intellectual activities. It argues this shifts learning from a transmission model to a social constructivist model that better facilitates students' intellectual development.
This document provides guidance on writing effective multiple choice questions (MCQs) for assessment. It discusses the benefits of MCQs, such as wide topic coverage and fast feedback, as well as disadvantages like guessing and lower-order thinking. Tips are provided for writing high-quality question stems and plausible distractors that avoid clues. The document emphasizes shifting focus from recall to application and using novel contexts to make questions less "googleable." Strategies are presented for engaging students with formative assessment through varied feedback, social learning, and emphasis on intrinsic motivation.
Clickers 201 - Effective questions in any discipline - March 2012Jeff Loats
1) The document discusses best practices for using clickers, or classroom response systems, to create effective questions that promote active learning across disciplines.
2) It provides examples of different types of clicker questions, such as factual recall questions, vote-share-vote conceptual questions, polling questions, and thought questions, along with examples.
3) The document also discusses best practices like having clicker questions in most classes, engaging students by focusing on wrong answers, and ensuring exams reflect clicker content, as well as pitfalls to avoid like not explaining the purpose of clickers.
This document summarizes key themes from a presentation on improving assessment practices through a programme approach. It discusses 3 themes: 1) Many programmes have high summative assessments and low formative assessments, treating summative assessments as the primary "pedagogy". 2) Feedback is often disconnected from future work and assessments. 3) Students are often confused by lack of clear standards and inconsistencies between markers. The presentation provides case studies of programmes that have improved practices by lowering summative work, increasing engaging formative tasks, providing more dialogic feedback, and clarifying expectations and standards through activities like calibration exercises and exemplars.
This document discusses instructional strategies for engaging students in the library, including Question Formulation Technique (QFT), Guided Inquiry, and Understanding by Design. It reviews the steps of QFT to help students generate their own questions. Guided Inquiry is presented as an inquiry-based learning approach grounded in information literacy skills. Attendees will practice designing QFT question focuses and developing a Guided Inquiry unit using sample lesson plans. The goal is to transform library spaces to center around student engagement and inquiry learning.
This document discusses student learning journeys from the perspective of progression through levels of complexity. It outlines two theories on intellectual development (Perry and Baxter Magolda) and challenges such as disconnected curriculum and an over-emphasis on content over concepts. Common barriers to student learning journeys are identified as disconnected curriculum, privileging content over knowing, and lack of active student engagement. Strategies are suggested to address these, including curriculum mapping, focusing on concepts, and increasing formative assessment.
This document presents information on multiple choice tests. It discusses that multiple choice questions can test a wide breadth of content and objectives in an objective manner. Well-designed multiple choice questions allow for testing recall of facts as well as higher-order thinking if questions are skillfully written. Guidelines are provided for writing effective question stems and alternatives, such as making distractors appealing and grammatically consistent. Both advantages and disadvantages of multiple choice questions are outlined.
This document provides information on questioning skills for teachers. It discusses the importance of questioning in the learning process and types of questions. Some key points:
- Questioning is an important teaching skill and helps gauge student learning, assist planning, and involve students.
- Questions should include open-ended, closed-ended, probing questions and vary in difficulty based on Bloom's Taxonomy.
- Open-ended questions encourage thinking while closed questions check facts. Probing questions explore details.
- Bloom's Taxonomy organizes question types from basic recall to higher-order thinking, including knowledge, comprehension, application, analysis, synthesis and evaluation.
- Effective questioning increases attainment, enhances retention
The document discusses the problem-solving method of teaching, which involves presenting students with real-world problems to develop critical thinking skills, and outlines the steps of this method which include identifying an issue, analyzing it, generating solutions, evaluating solutions, and selecting the best one. It also covers the teacher's role in guiding students through this process and the benefits and limitations of this teaching strategy.
Mixed Methods Research: A Critical ReadingNicole Crozier
An exploration of the impact on the research, researcher, researcher and reader if a quantitative study were to have been done using a mixed methods approach instead.
A presentation created for EDCI 515
The document discusses the challenges of measuring the long-term impact of a university learning development service called The Learning Hub. It describes the service's evaluation strategy, which tracks attendance, satisfaction, and short-term benefits, but found it difficult to measure longer-term impact. A new project developed a cohort study tool to help address this by surveying students' confidence in skills before and after using the service. The study found gains in some skills but reductions in others, and the tool identified students for follow-up. However, the tool also had limitations and raised more questions. Future plans include testing other evaluation methods.
This document outlines a workshop on the TESTA (Transforming the Experience of Students Through Assessment) program approach. It discusses challenges with current assessment practices, such as an over-reliance on summative assessment, disconnected feedback, and lack of clarity around goals and standards. The workshop then introduces the TESTA program, which aims to address these issues through a whole-program approach that balances formative and summative assessment, links the two, uses authentic tasks, and focuses on relational feedback. Case studies are presented that show how specific programs implemented TESTA principles. The document argues this shifts the paradigm from a content-focused to learning-focused approach.
This document provides an introduction to teaching math to adult students. It discusses that adult students are self-directed learners who decide their own level of participation. It also addresses common challenges like "math phobia" and offers tips for instructors to help mitigate fears and promote collaborative learning. The document outlines characteristics of learning disabilities in math, known as dyscalculia, and resources to assist learning disabled adults.
Introduction to Teaching Math to Adult Students in Basic EducationRachel Gamarra
Teaching math to adults is different from teaching math to children. Volunteers in adult education programs will learn how to manage the challenges, implement new ideas, and find resources for their math challenged students. NOTE: Original formatting may have been altered during the upload process.
The document discusses TESTA (Transforming the Experience of Students Through Assessment), a programme-level approach to assessment and feedback. It identifies four key problems with current assessment practices: (1) a "knee-jerk" reaction to student feedback without meaningful change, (2) modular curriculum design not considering the student experience, (3) an "evidence-to-action gap" where data is collected but not used to improve learning, and (4) student confusion about learning goals and assessment standards. The TESTA approach aims to address these by shifting perspective to the whole programme, increasing formative assessment, providing ongoing feedback conversations, and helping students internalize goals and criteria. Several case studies showed positive impacts of TESTA
Questionnaires is one of the most popular tool of collecting data
They provide a convenient way to gathering information from a target population. A questionnaire is a planned self-reported form designed to elicit information though written or verbal responses of the subjects.
This document provides an overview of quantitative research approaches, specifically descriptive research and survey design. Descriptive research involves identifying characteristics of a phenomenon and exploring correlations. Surveys are used to collect data about attitudes, opinions, behaviors or characteristics of a population. There are different types of survey designs including cross-sectional, longitudinal, trend studies, cohort studies, and panel studies. The document also discusses guidelines for constructing questionnaires and interviews, such as making directions clear, avoiding biased questions, and ensuring anonymity of respondents.
The ‘assessment for learning’ pedagogical approach in an Academic Integrity o...Neda Zdravkovic
The document discusses the application of an "assessment for learning" approach in designing an online academic integrity course at the University of Auckland. It describes how formative and summative assessments were incorporated using interactive activities, self-assessments, and scenario-based questions to provide feedback and enhance learning. Challenges included a large and diverse student body and assessment criteria. Solutions involved question banks, randomized questions, and feedback for all answers. The goal was to use assessment to both evaluate understanding and promote problem-solving skills and continued learning.
Closing keynote at SEDA Spring Conference in Edinburgh. Looks at change in Higher Education, TESTA data and principles from the 'Transforming the Experience of Students through Assessment' Project (TESTA).
Star Trek or Minority Report: Assessment and feedback demands, trends, and fu...tbirdcymru
What works for Higher Education assessment, and what do we wish we could have in Higher Education assessment Terese Bird keynote at Assessment on Tour London 2019.
014 Sample Of College Essays Idas PonderresearSimar Neasy
The document discusses registering for and using a writing assistance service. It outlines the 5 main steps: 1) Create an account with a password and email. 2) Complete an order form providing instructions, sources, and deadline. 3) Review bids from writers and select one. 4) Review the completed paper and authorize payment. 5) Request revisions until satisfied. It emphasizes the service's commitment to original, high-quality work and full refunds for plagiarized content.
A Poster With An Image Of Writin. Online assignment writing service.Simar Neasy
This document provides instructions for requesting writing assistance from HelpWriting.net. It outlines a 5-step process: 1) Create an account with a password and email. 2) Complete a 10-minute order form providing instructions, sources, and deadline. 3) Review bids from writers and choose one based on qualifications. 4) Review the completed paper and authorize payment if satisfied. 5) Request revisions to ensure satisfaction, with a refund offered for plagiarized work.
Contenu connexe
Similaire à Assessment For Learning Using Multiple Choice Questions
This document provides guidance on writing effective multiple choice questions (MCQs) for assessment. It discusses the benefits of MCQs, such as wide topic coverage and fast feedback, as well as disadvantages like guessing and lower-order thinking. Tips are provided for writing high-quality question stems and plausible distractors that avoid clues. The document emphasizes shifting focus from recall to application and using novel contexts to make questions less "googleable." Strategies are presented for engaging students with formative assessment through varied feedback, social learning, and emphasis on intrinsic motivation.
Clickers 201 - Effective questions in any discipline - March 2012Jeff Loats
1) The document discusses best practices for using clickers, or classroom response systems, to create effective questions that promote active learning across disciplines.
2) It provides examples of different types of clicker questions, such as factual recall questions, vote-share-vote conceptual questions, polling questions, and thought questions, along with examples.
3) The document also discusses best practices like having clicker questions in most classes, engaging students by focusing on wrong answers, and ensuring exams reflect clicker content, as well as pitfalls to avoid like not explaining the purpose of clickers.
This document summarizes key themes from a presentation on improving assessment practices through a programme approach. It discusses 3 themes: 1) Many programmes have high summative assessments and low formative assessments, treating summative assessments as the primary "pedagogy". 2) Feedback is often disconnected from future work and assessments. 3) Students are often confused by lack of clear standards and inconsistencies between markers. The presentation provides case studies of programmes that have improved practices by lowering summative work, increasing engaging formative tasks, providing more dialogic feedback, and clarifying expectations and standards through activities like calibration exercises and exemplars.
This document discusses instructional strategies for engaging students in the library, including Question Formulation Technique (QFT), Guided Inquiry, and Understanding by Design. It reviews the steps of QFT to help students generate their own questions. Guided Inquiry is presented as an inquiry-based learning approach grounded in information literacy skills. Attendees will practice designing QFT question focuses and developing a Guided Inquiry unit using sample lesson plans. The goal is to transform library spaces to center around student engagement and inquiry learning.
This document discusses student learning journeys from the perspective of progression through levels of complexity. It outlines two theories on intellectual development (Perry and Baxter Magolda) and challenges such as disconnected curriculum and an over-emphasis on content over concepts. Common barriers to student learning journeys are identified as disconnected curriculum, privileging content over knowing, and lack of active student engagement. Strategies are suggested to address these, including curriculum mapping, focusing on concepts, and increasing formative assessment.
This document presents information on multiple choice tests. It discusses that multiple choice questions can test a wide breadth of content and objectives in an objective manner. Well-designed multiple choice questions allow for testing recall of facts as well as higher-order thinking if questions are skillfully written. Guidelines are provided for writing effective question stems and alternatives, such as making distractors appealing and grammatically consistent. Both advantages and disadvantages of multiple choice questions are outlined.
This document provides information on questioning skills for teachers. It discusses the importance of questioning in the learning process and types of questions. Some key points:
- Questioning is an important teaching skill and helps gauge student learning, assist planning, and involve students.
- Questions should include open-ended, closed-ended, probing questions and vary in difficulty based on Bloom's Taxonomy.
- Open-ended questions encourage thinking while closed questions check facts. Probing questions explore details.
- Bloom's Taxonomy organizes question types from basic recall to higher-order thinking, including knowledge, comprehension, application, analysis, synthesis and evaluation.
- Effective questioning increases attainment, enhances retention
The document discusses the problem-solving method of teaching, which involves presenting students with real-world problems to develop critical thinking skills, and outlines the steps of this method which include identifying an issue, analyzing it, generating solutions, evaluating solutions, and selecting the best one. It also covers the teacher's role in guiding students through this process and the benefits and limitations of this teaching strategy.
Mixed Methods Research: A Critical ReadingNicole Crozier
An exploration of the impact on the research, researcher, researcher and reader if a quantitative study were to have been done using a mixed methods approach instead.
A presentation created for EDCI 515
The document discusses the challenges of measuring the long-term impact of a university learning development service called The Learning Hub. It describes the service's evaluation strategy, which tracks attendance, satisfaction, and short-term benefits, but found it difficult to measure longer-term impact. A new project developed a cohort study tool to help address this by surveying students' confidence in skills before and after using the service. The study found gains in some skills but reductions in others, and the tool identified students for follow-up. However, the tool also had limitations and raised more questions. Future plans include testing other evaluation methods.
This document outlines a workshop on the TESTA (Transforming the Experience of Students Through Assessment) program approach. It discusses challenges with current assessment practices, such as an over-reliance on summative assessment, disconnected feedback, and lack of clarity around goals and standards. The workshop then introduces the TESTA program, which aims to address these issues through a whole-program approach that balances formative and summative assessment, links the two, uses authentic tasks, and focuses on relational feedback. Case studies are presented that show how specific programs implemented TESTA principles. The document argues this shifts the paradigm from a content-focused to learning-focused approach.
This document provides an introduction to teaching math to adult students. It discusses that adult students are self-directed learners who decide their own level of participation. It also addresses common challenges like "math phobia" and offers tips for instructors to help mitigate fears and promote collaborative learning. The document outlines characteristics of learning disabilities in math, known as dyscalculia, and resources to assist learning disabled adults.
Introduction to Teaching Math to Adult Students in Basic EducationRachel Gamarra
Teaching math to adults is different from teaching math to children. Volunteers in adult education programs will learn how to manage the challenges, implement new ideas, and find resources for their math challenged students. NOTE: Original formatting may have been altered during the upload process.
The document discusses TESTA (Transforming the Experience of Students Through Assessment), a programme-level approach to assessment and feedback. It identifies four key problems with current assessment practices: (1) a "knee-jerk" reaction to student feedback without meaningful change, (2) modular curriculum design not considering the student experience, (3) an "evidence-to-action gap" where data is collected but not used to improve learning, and (4) student confusion about learning goals and assessment standards. The TESTA approach aims to address these by shifting perspective to the whole programme, increasing formative assessment, providing ongoing feedback conversations, and helping students internalize goals and criteria. Several case studies showed positive impacts of TESTA
Questionnaires is one of the most popular tool of collecting data
They provide a convenient way to gathering information from a target population. A questionnaire is a planned self-reported form designed to elicit information though written or verbal responses of the subjects.
This document provides an overview of quantitative research approaches, specifically descriptive research and survey design. Descriptive research involves identifying characteristics of a phenomenon and exploring correlations. Surveys are used to collect data about attitudes, opinions, behaviors or characteristics of a population. There are different types of survey designs including cross-sectional, longitudinal, trend studies, cohort studies, and panel studies. The document also discusses guidelines for constructing questionnaires and interviews, such as making directions clear, avoiding biased questions, and ensuring anonymity of respondents.
The ‘assessment for learning’ pedagogical approach in an Academic Integrity o...Neda Zdravkovic
The document discusses the application of an "assessment for learning" approach in designing an online academic integrity course at the University of Auckland. It describes how formative and summative assessments were incorporated using interactive activities, self-assessments, and scenario-based questions to provide feedback and enhance learning. Challenges included a large and diverse student body and assessment criteria. Solutions involved question banks, randomized questions, and feedback for all answers. The goal was to use assessment to both evaluate understanding and promote problem-solving skills and continued learning.
Closing keynote at SEDA Spring Conference in Edinburgh. Looks at change in Higher Education, TESTA data and principles from the 'Transforming the Experience of Students through Assessment' Project (TESTA).
Star Trek or Minority Report: Assessment and feedback demands, trends, and fu...tbirdcymru
What works for Higher Education assessment, and what do we wish we could have in Higher Education assessment Terese Bird keynote at Assessment on Tour London 2019.
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The document discusses registering for and using a writing assistance service. It outlines the 5 main steps: 1) Create an account with a password and email. 2) Complete an order form providing instructions, sources, and deadline. 3) Review bids from writers and select one. 4) Review the completed paper and authorize payment. 5) Request revisions until satisfied. It emphasizes the service's commitment to original, high-quality work and full refunds for plagiarized content.
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This document provides instructions for requesting writing assistance from HelpWriting.net. It outlines a 5-step process: 1) Create an account with a password and email. 2) Complete a 10-minute order form providing instructions, sources, and deadline. 3) Review bids from writers and choose one based on qualifications. 4) Review the completed paper and authorize payment if satisfied. 5) Request revisions to ensure satisfaction, with a refund offered for plagiarized work.
The passage discusses the lack of diversity in ballet and how Misty Copeland helped change that as the first African American female principal dancer for American Ballet Theatre. Ballet originated in the 1500s in France and was initially only open to those of French preference who danced for the entertainment of kings while wearing restrictive costumes. Copeland faced struggles as a minority in ballet but pursued her passion which led her to become a successful ballerina and face of change in the traditionally non-diverse world of ballet.
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During Andrew Jackson's presidency, reformers sought to change people's lives and equalize politics. Jackson believed the common man should have a voice in government. Key reform movements included expanding voting rights to all white men, establishing public education, and advocating for workers' rights and abolition of slavery. However, Jackson opposed high tariffs and a national bank, seeing them as tools of the wealthy. His policies both advanced populism and economic nationalism but are controversial for weakening the national government.
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The document discusses homelessness and poverty in America. It notes that for homeless people, everyday activities like sitting, storing belongings, or standing still can be illegal. Many cities criminalize basic aspects of homelessness. While some ignore this issue, many people are unaware of the scale of poverty and homelessness occurring in major cities. Defining and discussing homelessness and the lack of home is challenging, as it represents an absence of belonging beyond just sleeping outside or in temporary areas.
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1. In 2015, Advanced Micro Devices (AMD) was struggling financially with negative profits and rising debt levels due to weak product offerings that created a growing performance gap with competitors like Intel and Nvidia.
2. AMD once held large shares of the CPU and GPU markets but saw those shares decline as their products fell behind. They needed to improve their products to regain market share and profits.
3. The company hired a new CEO, Lisa Su, who implemented a restructuring plan focused on improving AMD's products and returning them to competitiveness in the CPU and GPU markets in order to turnaround the company's financial situation.
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This document provides instructions for requesting and completing an assignment writing request through the HelpWriting.net platform. It outlines a 5-step process: 1) Create an account with a password and email. 2) Complete a 10-minute order form providing instructions, sources, and deadline. 3) Review bids from writers and select one. 4) Receive the completed paper and authorize payment if pleased. 5) Request revisions until fully satisfied, with the option of a full refund for plagiarized work. The purpose is to outline the simple process for students to obtain high-quality original writing assistance.
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This document provides instructions for requesting writing assistance from HelpWriting.net. It outlines a 5-step process: 1) Create an account with a password and email. 2) Complete a 10-minute order form providing instructions, sources, and deadline. 3) Review bids from writers and choose one. 4) Review the completed paper and authorize payment. 5) Request revisions to ensure satisfaction, with the option of a full refund for plagiarized work.
The document discusses how gender is often imposed on individuals from a young age through social and environmental influences, using the author's own experiences as an example. As a child, the author preferred stereotypically masculine toys and activities like playing in the dirt with trucks and action figures. The author believes this relates to an innate male instinct of adventure and exploration. Growing up, the author faced pressure to behave in stereotypically masculine ways by hiding emotions and "taking punishment like a man." This experience illustrates how gender roles can be imposed through parenting and social norms during childhood.
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This document provides instructions for requesting and completing an assignment writing request on the HelpWriting.net website. It outlines a 5-step process: 1) Create an account with a password and email. 2) Complete a 10-minute order form providing instructions, sources, and deadline. 3) Review bids from writers and select one. 4) Review the completed paper and authorize payment. 5) Request revisions to ensure satisfaction, with a full refund option for plagiarized work. The purpose is to guide users through obtaining high-quality, original content writing assistance from HelpWriting.net.
1. The document provides instructions for seeking writing help from HelpWriting.net. It outlines a 5 step process: create an account, submit a request form with instructions and deadline, choose a writer based on bids and reviews, review the paper and authorize payment, and request revisions if needed.
2. Students complete a request form with their paper details and can attach samples. Writers then bid on the request and are chosen based on qualifications. Students can request revisions until satisfied.
3. HelpWriting.net promises original, high-quality papers and refunds for plagiarized work. The process aims to fully meet student needs for writing assistance.
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The passage provides a detailed sequence of the translation of the Rosetta Stone, beginning with its discovery in 1799 near the Egyptian town of Rashid. It describes the stone's inscriptions in three scripts: ancient Egyptian hieroglyphs, demotic Egyptian, and ancient Greek. The author effectively uses dates and descriptions of historical figures to narrate the process through which scholars were ultimately able to translate the stone and unlock the meaning of hieroglyphs.
Here is a draft essay on the provision of dental care in correctional facilities:
The Provision of Dental Care in Correctional Facilities
Prisons and jails have a legal and ethical obligation to provide adequate healthcare to inmates,
including dental care. Dental health is important for overall physical and mental well-being. However,
correctional dental care presents unique challenges. Many inmates enter the system with untreated
dental issues due to a lack of access to care prior to incarceration. Additionally, the prison
environment and lifestyle can exacerbate oral health problems.
To meet their obligations, correctional facilities must provide dental exams, cleanings, fillings,
extractions, and dentures as
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Assessment For Learning Using Multiple Choice Questions
1. Assessment for Learning Using
Multiple Choice Questions
Dr. Mari Chikvaidze
The 7th AnnualResearch Student Conference, School of Education,The University of
Northampton,Boughton Green Road,NN2 7AL, Northampton,UK
Friday, 24 June 2016
2. My Background
• A citizen of Georgia, 3rd year in London
• A wife to a computer scientist
• And a mum of two: Mia (5) and Neo (1)
• A bio-physicist and a qualified maths and physics teacher
• An educational tourist (with MSc and PhD)
• Advanced skills tutor at the Brilliant Club
• A participant of the first cohort of Researchers in Schools
• A honorary research associate at KCL
• An NQT at Lampton academy (just back from the maternity leave!)
• A student at the University of Northampton (PGCE top-up)
3. Acknowledgments
• James Underwood (The University of Northamton)
• Syed K. Husain and Sarah-Jane Gan (Lampton Academy)
• Dr. Nikesh Solanki and Dr. Mauro Mantega (Researchers in Schools)
• Michael Slawinsky (Researchers in Schools)
4. Aims and Objectives
What Do I want to achieve?
qIntroductionto the Multiple Choice Questions (MCQs)
qMCQs for AfL in maths
qResearch questions
qIs MCQs a useful tool for assessment?
qHow to design effective MCQs?
qChoice of methods
qPreliminary results
qDiscussion and conclusions
qFuture work
qQuestions and suggestions
5. Multiple Choice Questions
• MCQs is a form of assessment in which learners are asked to select the best
possible answer(s) out of the set of multiplechoices. (Kehoe, 1995)
• A multiple choice test item consists of a question or a problem, known as a
steam, a list of suggested solutions or called alternatives, the correct
answer or best alternative, know as a key, and the incorrect answer(s) or
inferior alternatives, known as distractors. (Burton et al., 1991, p.3)
• Potential advantages of using MCQs for the summative assessment, include
versatility, reliabilityand validity. (Burton et al., 1991, p.4 and p.5)
• Using Multiple-choicequestionsfor “scanning the class instantaneously
using mini-whiteboardsor ABCD cards to followup misunderstanding”,has
been suggested by Black and Wiliam (2001) in their famous “Inside the
Black Box” paper.
• The importance of the content of questionsfor making MCQs a formative
assessment for learning tool has also been discussed. (Black, P. and Wiliam,
D., 2001)
6. MCQs for AfL in Mathematics
• Multiple choice questions are ‘one of the most common forms
of teacher-constructed tests’ (Kehoe, 1995) and have been
widely used for the summative assessment in mathematics.
• The learning outcome tested, may include high level thinking
skills, such as analysis and evaluation, together with the lower
level, recall of facts (Burton, et al., 1991, p.8)
• One example from the literature, where MCQs have been used
for assessing learning formatively, is a ‘technology assisted
formative assessment tool’ developed by Derek Cheung (2006)
7. Research Questions
1. Is multiple choice questions useful for the formative
assessment in mathematics?
2. How to design effective multiple choice questions, to identify
and address common misconceptions?
8. Research Design
• This project came about from the need
for improvement of GCSE results for the
C/D borderlinestudents at Lampton
academy.
• An onlinetool called ExamWizard has
been used for extracting past exam
questions in statistics GCSE, along with
the mark schemes and examiner’s
reports.
• The exam revision quizzes have been
designed using MCQs for every sub-
topic / skill in statistics.
• Pupil’s misconceptionshave been
sourced from examiner’s report and
presented among the alternatives.
• Finally a case study has been carried out
by making use of the quizzes from the
foundationtier only.
9. Benjamin rolls a fair 6-sided dice.
Benjamin then spins a fair 4-sided spinner.
He adds the score on the dice and the score on the spinner to get the total.
(b) Complete the sample space diagram to show all the possible totals.
(2)
(c) What is the probability that the total is 2?
A) About 4% B) Unlikely C) Impossible D) 1/24
Example Question
11. Wearing my researcher’s hat
• It was with my researcher’s hat on, that I
discovered how useful formative assessment via
multiple choice questions is:
• not only for spotting and clarifying misconceptions,
• but also, for creating stimulating, whole-class
discussions.
“As a newly qualified
teacher with a PhD in my
subject, I believe, I wear
two hats.”
12. Wearing my researcher’s hat
• The researcher’s hat is what gave me the edge:
1. to view my research questionin light of the existing
literature
2. to suggest a novelway of designing exam revision
quizzes - using examiners reports as a source of
misconceptions
3. to find a context in which to ask the question of how
effective these quizzes are
13. With my pragmatic teacher’s hat on…
• I rejected ‘positivist rigor’ natural sciences
approach and accepted that my sample size (low
ability year 10 classes), is way too small for
making statistical inferences.
• Instead, I chose to use the qualitative research
methods, to help me understand how to design
and use multiple choice questions to assess
pupil’s understandingon the spot.
“By using this
methodology, I aspire to
create a classroom where
pupils believe that
choosing the wrong
answer, out of the set of
multiple choices, is an
opportunity to participate
in meaningful discussions,
and learn from them.”
14. With my pragmatic teacher’s hat on…
• In order to collect the data and answer my
research questions I used:
1. Direct lesson observation ofa colleague, to
evaluateusefulness ofmultiple choice questions
without having to participate.
2. Anonymouspupilquestionnaires to capturetheir
attitude towards learningstatistics using multiple
choice questions.
3. Semi-structured teacher interviews to help me
drawa rich, qualitativepicture, without being
subjective.
• For data analysis used:
• Coding of the notes and the interviews.
• Cross-comparisonof the pupilquestionnaire
responses.
15. Direct Observation
• Having adopted constructivist approach to learning and instruction, I
decided to analyse a small sample, but in great detail!
• I conducted an informal lesson observation of a colleague who agreed
to use MCQs in her revision lesson with the low ability year 10 class.
• In my observation notes I accounted for the presenceof the observer.
16. Pupil Questionnaires
• Two year 10 classes have been asked to complete a
questionnaire,my colleague's year 10 to 11 class (13
pupils), and my own year 9 to 10 class (11 pupils),
both bottom sets.
• The questionnaire comprised 12 closed questions
and opinion scale which made use of the following
codes: sa = strongly agree, a = agree, u = undecided,
d = disagree and sd = strongly disagree)
• The results have been analysed and cross compared
• The main limitation of such questionnaire is that
people tend to answer near the middle, as they
don't tend to seem extreme
20. Interviews
“(Multiple choice questions) …is a
good assessment for learning tool.
…It is a really quick way to assess
whether you need to do a revision
lesson.”
21. “… You may come across
students who may only
care about what the
answer is and may not be
open to having a
[discussion about]
misconceptions. This in
return could work against
the entire purpose of
having the MCQs.”
Interviews
“I may consider doing a “spot the mistake”
activity with the kids in future to see if they
are able to identify, explain and rectify
common misconceptions made Hopefully
this awareness will help them develop a
more enquiring mind with respects to their
exams”
22. Interviews
“It was a great opportunity to see how
the students react to a new activity
like this. It also really highlighted the
importance of students knowing what
the concept is, as oppose to knowing
what the single correct answer is.”
“-Is there anything else you’d like to
share regarding today’s lesson or the
project in general?”
Interviewer Respondent
23. Coding Results
• The themes in this table
emerged as a result of coding
of 2 interviews, observation of
a colleague and self-reflection
notes
• The frequency of codes and
the relationship between them
has been analysed to generate
4 main themes
• Each theme is supported by a
quotation
24. Limitations
• Despite their usefulness, there are many disadvantages
to using multiple choice questions.
• One such disadvantage, often mentioned in literature, is
the limited types of knowledge that can be assessed.
• Another drawback of using MCQs is random guessing of
answers; the likelihood of selecting ‘correct’ answer out
of the 4 alternatives is as high as 25%.
• A disadvantage that emerged from this study is that
students tend to copy from each-other, when the
A/B/C/D cards are not shown by the entire class
simultaneously.
25. Limitations
• Maximum data collection was limited by the fact that I was on a
maternity leaveand had little to no access to direct
conversations with teachers and pupils in my school.
• I am fully awarethat the chosen samplesize is not large enough
for making anystatistically significantclaims.
• In this initial exploratorycasestudy I did not expect to reach any
conclusive, generalisableoutcomes.
• Two interviews and a single observation cannotbe taken as
representativeof the entire Maths department, let alone the
wider cohort of teachers.
• I understandthat the view expressed bythe interviewees, as
well as my own interpretations arebased on certain beliefs and
biases.
• I fully agree with Yates (2003) and acknowledge that the research
design, as well as the choice of methods has been heavily
influenced by my background and mycurrent epistemological
standpoint.
26. Discussion and Conclusions
• A case studypresented here,explores the potentialofusingMCQs to assess
learner’s ‘conceptual understanding’(Skemp, 1976) of mathematics, in a
formative way.
• In this project,multiple choice questions have been designed,usingexaminers
reports,annuallypublished for statistics GCSE exams.
• These reports proved useful for sourcingpupil’s misconceptions and usingthem
as distractors,therebygeneratingstimulatingwhole-class discussions.
• Teaching resources,includingresearch-informed lesson plansthat make use of
MCQs, have been designed and partlyevaluated.
• A methodologicalframeworkhas been developed for teachers of all subjects,to
source pupil’s misconceptions in a systematicmanner,from examiner’s reports.
• The aim of addressingthe mathematical learningneeds oflow-attainingstudents
and those experiencingparticular difficulties in maths has been achieved.
• The preliminaryfindings ofthis small scale studysuggest that well-designed
multiple choice questions workwell for AfL in lowabilityyear 10 classes of the
Lampton Academy.
27. Future Work
• Encourage more teachers to use the resources,this will ideally give a
quantitative dimension to this study, generating statistical data.
• The scope of the use of multiple choice questions can be extended
beyond the exam revision period, and deployed in everyday teaching.
• For instance, MCQ probes can be used as hinge-point questions, after
teaching a new concept, to ensure that students do not ‘misconceive
the teacher’s meaning because they interpret new teaching in terms
of their existing understandings’. (Taber, 2009)
• Finally, studies of the similar scale and nature can be carried out as I
try out different activities in my NQT year.
28. Wearing two hats
I believe, wearing both hats at the same time
is what helps me narrow the gap between
theory and practice and develop as an
effective teacher researcher.”