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WileyPlus - Diagnostic Testing and Results for Mathematics Education

This article discusses the use of WileyPlus for diagnostic testing and analyzing results in mathematics education, including student feedback and engagement. It explores the benefits of the platform for students, administration, and academics.

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WileyPlus - Diagnostic Testing and Results for Mathematics Education

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  1. Douglas Quinney University of Keele Diagnostics and Diagnosis

  2. A level results. 1992: 35% got A &B 2007: 35% didn’t get A&B

  3. A level questions

  4. Diagnostic Results

  5. Diagnostic results at Keele

  6. 2009-2010 Reorganization 2009 6 modules 10 credits • MAT10014 Math Methods -10 credits • MAT10030 Fundamental Techniques - 5 credits 2010 4 module 15 credits • MAT10025 Math Methods -15 credits • 100 students • 180 students

  7. System Requirements • Variety of QA Questions correctly checked • Additional resources • Direct text Links • Ease of generation of assignments • Grade book – linked to VLE • System support, extensibility, portability

  8. WileyPlus.

  9. WileyPlus.

  10. WileyPlus.

  11. WileyPlus.

  12. WileyPlus.

  13. WileyPlus.

  14. WileyPlus – Student Results.

  15. WileyPlus - Evaluation. Hauk et al (2005), Zerr (2007) Lenz (2010), La Rose (2010) • Diagnostic Test Results • Comparison within 2010 • Comparison with 2009 • Examination performance • Follow students through 2 years

  16. WileyPlus - Results. • Greater engagement • Better retention • Reduced marking loads

  17. WileyPlus- Student feedback • “Great because I can keep trying until I get it right.” • “Opportunity to practice before I try the assessed work is brill.” • “Before I only had one chance to get it right” • “Getting immediate feedback is the best part – I don’t have to wait 2 weeks” • “OK, its ok for basic stuff but how will it help me prove theorems?”

  18. WileyPlus - Who is it for? • Administration? • Academic leaders (Deans)? • Academics? • Students?

  19. Part II - Diagnosis • Do we understand our students? • Do our students understand us? • Are we asking the right questions? • Do students know what questions to ask?

  20. Simple experiment 1. Tabulate the function and use the result to plot this function. Find the slope of the curve at x=0.5 and comment on the result. 2. Find two positive real numbers that have product 100 and minimum sum. 3. Classify all the turning points of the function where A, B and C are all positive. 4. A cylindrical can has radius r and height h. If the can is to hold 250 cubic units and has minimum surface area, show that the height is twice the radius. 5. The cost of keeping a car is the sum of insurance and running costs. Daily insurance cost is inversely proportional to the age of the car. Daily running cost is the sum of a fixed cost, including tax, and a maintenance cost that is proportional to the age of the car. For what age of car is the total daily cost smallest?

  21. Simple experiment – Q1 1. Tabulate the function and use the result to plot this function. Find the slope of the curve at x=0.5 and comment on the result.

  22. Therefore x=0.5 is a turning point of the function f(x).

  23. f’(0.5)=0 curve has no gradient

  24. Gradient=0 … does not exist

  25. Simple experiment – Q2 2. Find two positive real numbers that have product 100 and minimum sum.

  26. Simple experiment – Q3 3. Classify all the turning points of the function where A, B and C are all positive.

  27. Simple experiment – Q4 4. A cylindrical can has radius r and height h. If the can is to hold 250 cubic units and has minimum surface area, show that the height is twice the radius?

  28. Simple experiment – Q5 5. The cost of keeping a car is the sum of insurance and running costs. Daily insurance cost is inversely proportional to the age of the car. Daily running cost is the sum of a fixed cost, including tax, and a maintenance cost that is proportional to the age of the car. For what age of car is the total daily cost smallest?

  29. Results

  30. Student Attitude Survey 1. At school /college we were encouraged to work in groups. 2. At school /college we were encouraged to discuss mathematical ideas.. 3. I had opportunities to discuss mathematics outside the classroom.

  31. Student Attitude Survey 7. I found the questions easy 8. I was comfortable with the questions and the mathematics involved. 9. The level of the questions is appropriate for students starting a Mathematics Degree.

  32. Results Quinney D.A: MSOR Connections Vol 8 No 3 August – October 2008

  33. Comparison by A level grade Comparison by FM Grade

  34. Comparison by A level board

  35. 1 2 3 Using formula from Q2

  36. Principle of Blinded Reflectiveness buffalo buffalo buffalo buffalo buffalo Buffalo buffalo buffalo, buffaloBuffalo buffalo

  37. MSOR Year 1 conclusions 1. Group activities 2. Conceptual sophistication.

  38. MSOR Year 2 – Group Work

  39. MSOR Year 2 – Conceptual

  40. Conclusions – Good Practice Know your students Practice & Rapid Feedback Discussion groups Group working

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