Thomas Education

My policy on quiz re-takes : Because my moodle quizzes select from a random pool of questions, and shuffle those questions, and shuffle the possible answers, every student’s quiz is slightly different.   Typically half the questions are new -- i.e. taken from the NewQuestions pool.  Therefore, the assessment is more likely to demonstrate students’ actual knowledge of the topic rather than their ability to memorize prior sequences or even rote answers. The structured nature of a test, along with its numeric reward system,  motivates students to prepare (study) in the first place, and then the focus required to answer the questions helps to cement those answers in memory.   Thus, repeated test sessions can actually encourage learning, as opposed to simply serving as a measurement tool -- if that were the case, we should administer a single test just prior to the reportcard. Currently for every quiz, I offer a second re-take, with the average result tr...

Building a pool of questions for online quizzes (we use Moodle now, but this ought to apply to most such Course Management Systems) requires some considerations that may not be obvious at first. It also raises questions about relative importance of quizzes at different times in the semester. Quiz question tips:  in order to make best use of moodle’s random-pool and random-shuffle mechanism, each question must be written to stand on its own.   Further, the answers will be shuffled as well, so they may occur in any sequence  (do not use phrases like “None of the above”). Do not assume any time-based or contextual reference points, as this question could crop up 3 months later, all on its own.   Make sure to include fully any book title references.  Use standard tag-prefixes in the question title (note that the question title is not seen by the student) as tips for the teacher: for example,   “Grammar”  or “TKAM”.   If a q...

Attended a seminar by Ken O'Connor earlier today.   I was kindly invited by Chadwick International School in Incheon to see this published and very opinionated expert on grading and report cards. He was primarily discussing his latest book How to Grade for Learning by Using 15 Fixes for Broken Grades .   Noted that grades and marks are used interchangeably, but should have distinct meanings:  Marks (or scores) are on individual assessments, whereas Grades are summary symbols on report cards. Reminding us of the Understanding By Design guidelines:  are grades Accurate Consistent Meaningful Supporting of Learning ? In his opinion, grades should be simply the way to communicate achievement status to parents, students, other schools. It confuses the issue when we try to also incorporate these others uses of grades:  self-evaluation, selecting students for later coursework, incentives to learn, effectiveness of teaching. O'Connor is rather st...

I attended the Google Apps For Education conference at SFS, October 4th and 5th.... Click here to view my presenta tion.