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Activity Number:
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280
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Type:
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Contributed
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Date/Time:
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Tuesday, August 10, 2004 : 2:00 PM to 3:50 PM
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Sponsor:
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Section on Statistical Education
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| Abstract - #301899 |
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Title:
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On the Effect of the Ordering of Questions on Exam Scores
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Author(s):
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Juergen Symanzik*+ and Palyne Gaenir and Robert Erbacher and Natascha Vukasinovic
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Companies:
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Utah State University and CyberGnostics, Inc. and Utah State University and Monsanto Animal AG Genomics
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Address:
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Dept. of Mathematics and Statistics, Logan, UT, 84322-3900,
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Keywords:
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teaching ; electronic textbook ; CyberStats ; grades ; student performance
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Abstract:
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The effect of the ordering of questions in sample surveys has been well investigated. However, there has been no study so far that examined the effect of the ordering of questions on exam scores. We will discuss the effect of the ordering of questions on the exam scores for an introductory long-distance statistics course. Since we were working with the electronic textbook CyberStats, which records exact submission times of student answers to exam and homework questions, additional questions can be answered: Do students usually answer questions in sequential order (independent from the questions) or do they tend to jump from one question to another while leaving some types of (apparently more difficult) questions until the very end? How many times do students change their answers, and how often do they change previously correct answers to incorrect answers? Finally, in which order and when do students work on homework assignments-- throughout the week or just before the submission deadline?
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