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Activity Number:
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148
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Type:
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Contributed
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Date/Time:
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Monday, August 7, 2006 : 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 - #306009 |
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Title:
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Be Realistic! Analysis and Pedagogical Benefits of Soliciting Students' Exam Score Estimates
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Author(s):
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Douglas M. Andrews*+
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Companies:
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Wittenberg University
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Address:
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Department of Math and Computer Science, Springfield, OH, 45501,
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Keywords:
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exam estimation ; pedagogy ; regression
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Abstract:
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Students were invited to estimate their test scores as they submitted each exam in twelve sections of two introductory statistics courses spanning four years. This simple practice takes essentially no class time but has several pedagogical benefits. Most significantly, students become much more realistic throughout the semester about how much they do and don't understand. The resulting dataset can also be used to illustrate many principles of data analysis and regression modeling in introductory and intermediate courses, all in a context of inherent interest to students. Curiously, females tend to overestimate by less than males - though this sex difference can be explained almost entirely by the more pervasive tendency of higher-scoring students to overestimate by less than lower-scoring students, coupled with the tendency of females to score higher than males in these courses.
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- Authors who are presenting talks have a * after their name.
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