Re: [Phys-L] Evaluation tests

["Rauber, Joel" <Joel.Rauber@SDSTATE.EDU>]

I didn't consider it hard, but I did have to think, the same amount that you outlined below; I just didn't think that that amount of thinking was hard.  Which brings up the topic of many students I have who don't want to think, if it doesn't come automatically they give up.

-----Original Message-----
From: Phys-l [mailto:phys-l-bounces@phys-l.org] On Behalf Of Bernard Cleyet
Sent: Monday, December 16, 2013 7:32 PM
To: Phys-L@Phys-L.org
Cc: Nancy Seese
Subject: Re: [Phys-L] Evaluation tests


On 2013, Dec 16, , at 15:23, Robert Cohen <Robert.Cohen@po-box.esu.edu> wrote:

> We have found a very strong correlation between students passing this course with a C or better and our own survey, which is based partly on Jerome Epstein's "Basic Skills Diagnostic Test" (BSDT) and focuses a great deal on proportions and the meaning of algebraic letters (variable and unit abbreviations) vs. numbers.  The key is to ask as simple a question as possible that still reveals the weakness.  For example, without the help of a calculator, which is bigger: 25/27 or 15/17?


That's hard for me.  I had to think:  2/17 is larger than 2/27.  Therefore, 15/17 is further from one than 25/27.   

Does everyone else just know it automatically?  Or is there another method?

bc fails in a timed test.
_______________________________________________
Forum for Physics Educators
Phys-l@phys-l.org
http://www.phys-l.org/mailman/listinfo/phys-l