Midterm in Mathematics Courses
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Can someone point me to papers indicating whether or not a midterm is an important part of a course?
I suspect I can find many 'experiential anecdotes' that midterms are good/bad/moot but I would really like some concrete evidence (papers?) that a midterm is a useful assessment element in a mathematics/computer science course.
In particular, what would happen if I replaced midterms with many small quizzes? Do we get a change in student learning?
reference-request course-design assessment
edited 5 hours ago
Xander Henderson
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asked 8 hours ago
CABCAB
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Can someone point me to papers indicating whether or not a midterm is an important part of a course?
I suspect I can find many 'experiential anecdotes' that midterms are good/bad/moot but I would really like some concrete evidence (papers?) that a midterm is a useful assessment element in a mathematics/computer science course.
In particular, what would happen if I replaced midterms with many small quizzes? Do we get a change in student learning?
reference-request course-design assessment
edited 5 hours ago
Xander Henderson
2,528626
asked 8 hours ago
CABCAB
161
New contributor
CAB is a new contributor to this site. Take care in asking for clarification, commenting, and answering.
Check out our Code of Conduct.
$endgroup$
add a comment |
$begingroup$
Can someone point me to papers indicating whether or not a midterm is an important part of a course?
I suspect I can find many 'experiential anecdotes' that midterms are good/bad/moot but I would really like some concrete evidence (papers?) that a midterm is a useful assessment element in a mathematics/computer science course.
In particular, what would happen if I replaced midterms with many small quizzes? Do we get a change in student learning?
reference-request course-design assessment
edited 5 hours ago
Xander Henderson
2,528626
asked 8 hours ago
CABCAB
161
New contributor
CAB is a new contributor to this site. Take care in asking for clarification, commenting, and answering.
Check out our Code of Conduct.
$endgroup$
Can someone point me to papers indicating whether or not a midterm is an important part of a course?
I suspect I can find many 'experiential anecdotes' that midterms are good/bad/moot but I would really like some concrete evidence (papers?) that a midterm is a useful assessment element in a mathematics/computer science course.
In particular, what would happen if I replaced midterms with many small quizzes? Do we get a change in student learning?
reference-request course-design assessment
reference-request course-design assessment
edited 5 hours ago
Xander Henderson
2,528626
asked 8 hours ago
CABCAB
161
New contributor
CAB is a new contributor to this site. Take care in asking for clarification, commenting, and answering.
Check out our Code of Conduct.
edited 5 hours ago
Xander Henderson
2,528626
asked 8 hours ago
CABCAB
161
New contributor
CAB is a new contributor to this site. Take care in asking for clarification, commenting, and answering.
Check out our Code of Conduct.
edited 5 hours ago
Xander Henderson
2,528626
edited 5 hours ago
Xander Henderson
2,528626
edited 5 hours ago
Xander Henderson
2,528626
2,528626
asked 8 hours ago
CABCAB
161
New contributor
CAB is a new contributor to this site. Take care in asking for clarification, commenting, and answering.
Check out our Code of Conduct.
asked 8 hours ago
CABCAB
161
asked 8 hours ago
CABCAB
161
161
New contributor
CAB is a new contributor to this site. Take care in asking for clarification, commenting, and answering.
Check out our Code of Conduct.
New contributor
CAB is a new contributor to this site. Take care in asking for clarification, commenting, and answering.
Check out our Code of Conduct.
CAB is a new contributor to this site. Take care in asking for clarification, commenting, and answering.
Check out our Code of Conduct.
add a comment |
add a comment |
1 Answer
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"Cheating Lessons" by James M. Lang argues (and has many references to back up) the claim that smaller, more frequent, lower stakes assessment both improves student learning outcomes and decreases the frequency of cheating.
answered 7 hours ago
Steven GubkinSteven Gubkin
8,55112348
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1
$begingroup$
amazon.com/gp/product/0674724631
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– Jasper
5 hours ago
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If you change the frequency (and probably the content) of the assessment process, how to you demonstrate that the "improved outcomes" are real? It is sort of obvious that students are more likely to remember something for a week in order to get marks in a test, compared with having the remember the same thing for a year and take an end-of-year exam. But the weekly tests by themselves don't mean they remember anything at the end of the year.
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– alephzero
3 hours ago
$begingroup$
@alephzero I would recommend reading the book. Basically more frequent assessment --> more study with less anxiety --> greater retention in long term. Studies are cited which show superior long term retention when compared with students learning the same content but with fewer assessments.
$endgroup$
– Steven Gubkin
1 hour ago
add a comment |
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1 Answer
1
active
oldest
votes
1 Answer
1
active
oldest
votes
active
oldest
votes
active
oldest
votes
$begingroup$
"Cheating Lessons" by James M. Lang argues (and has many references to back up) the claim that smaller, more frequent, lower stakes assessment both improves student learning outcomes and decreases the frequency of cheating.
answered 7 hours ago
Steven GubkinSteven Gubkin
8,55112348
$endgroup$
1
$begingroup$
amazon.com/gp/product/0674724631
$endgroup$
– Jasper
5 hours ago
$begingroup$
If you change the frequency (and probably the content) of the assessment process, how to you demonstrate that the "improved outcomes" are real? It is sort of obvious that students are more likely to remember something for a week in order to get marks in a test, compared with having the remember the same thing for a year and take an end-of-year exam. But the weekly tests by themselves don't mean they remember anything at the end of the year.
$endgroup$
– alephzero
3 hours ago
$begingroup$
@alephzero I would recommend reading the book. Basically more frequent assessment --> more study with less anxiety --> greater retention in long term. Studies are cited which show superior long term retention when compared with students learning the same content but with fewer assessments.
$endgroup$
– Steven Gubkin
1 hour ago
add a comment |
$begingroup$
"Cheating Lessons" by James M. Lang argues (and has many references to back up) the claim that smaller, more frequent, lower stakes assessment both improves student learning outcomes and decreases the frequency of cheating.
answered 7 hours ago
Steven GubkinSteven Gubkin
8,55112348
$endgroup$
1
$begingroup$
amazon.com/gp/product/0674724631
$endgroup$
– Jasper
5 hours ago
$begingroup$
If you change the frequency (and probably the content) of the assessment process, how to you demonstrate that the "improved outcomes" are real? It is sort of obvious that students are more likely to remember something for a week in order to get marks in a test, compared with having the remember the same thing for a year and take an end-of-year exam. But the weekly tests by themselves don't mean they remember anything at the end of the year.
$endgroup$
– alephzero
3 hours ago
$begingroup$
@alephzero I would recommend reading the book. Basically more frequent assessment --> more study with less anxiety --> greater retention in long term. Studies are cited which show superior long term retention when compared with students learning the same content but with fewer assessments.
$endgroup$
– Steven Gubkin
1 hour ago
add a comment |
$begingroup$
"Cheating Lessons" by James M. Lang argues (and has many references to back up) the claim that smaller, more frequent, lower stakes assessment both improves student learning outcomes and decreases the frequency of cheating.
answered 7 hours ago
Steven GubkinSteven Gubkin
8,55112348
$endgroup$
"Cheating Lessons" by James M. Lang argues (and has many references to back up) the claim that smaller, more frequent, lower stakes assessment both improves student learning outcomes and decreases the frequency of cheating.
answered 7 hours ago
Steven GubkinSteven Gubkin
8,55112348
answered 7 hours ago
Steven GubkinSteven Gubkin
8,55112348
answered 7 hours ago
Steven GubkinSteven Gubkin
8,55112348
answered 7 hours ago
Steven GubkinSteven Gubkin
8,55112348
8,55112348
1
$begingroup$
amazon.com/gp/product/0674724631
$endgroup$
– Jasper
5 hours ago
$begingroup$
If you change the frequency (and probably the content) of the assessment process, how to you demonstrate that the "improved outcomes" are real? It is sort of obvious that students are more likely to remember something for a week in order to get marks in a test, compared with having the remember the same thing for a year and take an end-of-year exam. But the weekly tests by themselves don't mean they remember anything at the end of the year.
$endgroup$
– alephzero
3 hours ago
$begingroup$
@alephzero I would recommend reading the book. Basically more frequent assessment --> more study with less anxiety --> greater retention in long term. Studies are cited which show superior long term retention when compared with students learning the same content but with fewer assessments.
$endgroup$
– Steven Gubkin
1 hour ago
add a comment |
1
$begingroup$
amazon.com/gp/product/0674724631
$endgroup$
– Jasper
5 hours ago
$begingroup$
If you change the frequency (and probably the content) of the assessment process, how to you demonstrate that the "improved outcomes" are real? It is sort of obvious that students are more likely to remember something for a week in order to get marks in a test, compared with having the remember the same thing for a year and take an end-of-year exam. But the weekly tests by themselves don't mean they remember anything at the end of the year.
$endgroup$
– alephzero
3 hours ago
$begingroup$
@alephzero I would recommend reading the book. Basically more frequent assessment --> more study with less anxiety --> greater retention in long term. Studies are cited which show superior long term retention when compared with students learning the same content but with fewer assessments.
$endgroup$
– Steven Gubkin
1 hour ago
1
1
$begingroup$
amazon.com/gp/product/0674724631
$endgroup$
– Jasper
5 hours ago
$begingroup$
amazon.com/gp/product/0674724631
$endgroup$
– Jasper
5 hours ago
$begingroup$
If you change the frequency (and probably the content) of the assessment process, how to you demonstrate that the "improved outcomes" are real? It is sort of obvious that students are more likely to remember something for a week in order to get marks in a test, compared with having the remember the same thing for a year and take an end-of-year exam. But the weekly tests by themselves don't mean they remember anything at the end of the year.
$endgroup$
– alephzero
3 hours ago
$begingroup$
If you change the frequency (and probably the content) of the assessment process, how to you demonstrate that the "improved outcomes" are real? It is sort of obvious that students are more likely to remember something for a week in order to get marks in a test, compared with having the remember the same thing for a year and take an end-of-year exam. But the weekly tests by themselves don't mean they remember anything at the end of the year.
$endgroup$
– alephzero
3 hours ago
$begingroup$
@alephzero I would recommend reading the book. Basically more frequent assessment --> more study with less anxiety --> greater retention in long term. Studies are cited which show superior long term retention when compared with students learning the same content but with fewer assessments.
$endgroup$
– Steven Gubkin
1 hour ago
$begingroup$
@alephzero I would recommend reading the book. Basically more frequent assessment --> more study with less anxiety --> greater retention in long term. Studies are cited which show superior long term retention when compared with students learning the same content but with fewer assessments.
$endgroup$
– Steven Gubkin
1 hour ago
add a comment |
CAB is a new contributor. Be nice, and check out our Code of Conduct.
CAB is a new contributor. Be nice, and check out our Code of Conduct.
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