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Activity Number:
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224
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Type:
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Invited
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Date/Time:
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Tuesday, August 5, 2003 : 10:30 AM to 12:20 PM
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Sponsor:
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Section on Statistical Education
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| Abstract - #300191 |
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Title:
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Questions For Formative and Summative Assessment that Encourage Deep rather than Surface Approaches to Learning Basic Statistics in a Computer Environment
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Author(s):
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Ruth Hubbard*+
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Companies:
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Queensland University of Technology
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Address:
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School of Mathematical Sciences, , Brisbane, 4001, Australia
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Keywords:
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assessment ; questions ; learning
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Abstract:
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Questions given to students by instructors for demonstration, practice, and formative and summative assessment need to have well-defined learning outcomes. If deep rather than reproducing approaches to learning are to be encouraged, then there must be a sufficient number of questions in any assessment to test understanding of concepts that cannot be answered by students who rely mainly on rote learning. Developing a deep approach to learning can be time-consuming and difficult so students need to be certain that it will be rewarded with higher grades. A number of strategies can be used to generate whole classes of questions with specific purposes and which can be used to help students to comprehend formulas and definitions; make decisions about models; illustrate understanding by drawing diagrams; make decisions about suitable models; make connections between concepts instead of keeping them in separate compartments; connect graphical and numerical information; anticipate the result of altering the given information; demonstrate comprehension of an article or paper containing statistical information.
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