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Re: [Phys-l] detailed + narrow - sophisticated



Hi,

I agree. But there seems to be almost a "trick problem" nature to many of the FCI questions. I think this explains at least some of the poor showing by graduate students and faculty. The first time I saw it, warning bells went off and I knew to look twice at each problem.

Actually it might be interesting to study the incorrect thinking that grads and faculty do and their response to the correct answers.

Thanks
Roger

John Denker wrote:
On 05/19/2010 01:06 PM, Richard Tarara wrote in part:

The main thing about the FCI is that it covers a VERY NARROW bit of the
physics curriculum--actually requires fairly sophisticated understanding of
some concepts--and can be 'taught to'. It is NOT the benchmark for much of
anything other than this narrow, sophisticated understanding of Newton's
Laws. Using it to 'prove' one teaching style better than another is, IMO,
absolutely bogus!

I agree with that in spirit, and agree with N-1 of the words.

I might have used the word "detailed" rather than "sophisticated".

We agree that when students are taught a detailed view of some narrow concept, that's a recipe for trouble.

I would like to think that a truly _sophisticated_ understanding
of the subject would not be narrow. Narrowness with a pretense of sophistication is almost the definition of sophomoric.

The idea of a short, multiple-guess test being a measure of
"sophisticated understanding" strikes me as ludicrous. Also,
because of the tendency toward teaching to the test, the idea of a short, invariant test being a reliable measure of /anything/ beyond rote strikes me as ludicrous.

By way of contrast, if we had a test bank consisting of
thousands of questions, and we constructed each instance of the test by selecting a sample of the questions, then
rote wouldn't pay, and I might believe some understanding
was involved. But even then, getting from multiple-guess
to "sophisticated" would require quite a leap.

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