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Hi all-
JC sez:
_________________________________________________
> The reason why data using the FCI/FMCE is valuable is because
the test is
research based and always the same. AP tests and other such testschange
and are not research based because the research requiresseveral years.
___________________________________________
I ask JC to explain why the words following "because" don't
constitute a
<non sequitur>l, There is certainly no explanation of the
rationale in
the posting. John seems to propose the propositionL Research
(however
defined) that takes a long time has less value than research
that does not
take a long time!!! ?????
Regards,
Jack
"Trust me. I have a lot of experience at this."
General Custer's unremembered message to his men,
just before leading them into the Little Big Horn Valley
On Sun, 7 Aug 2011, John Clement wrote:
This is easily refuted by the article that I justreferenced. All of the
testing was done with a variety of teachers at the sameinstitution, and the
only variable was whether a conventional course or a studiostyle research
based course was used. If concious review was used by agiven professor and
it affected the results, one would expect some of theconventional teaching
to have high gain, and some of the PER courses to have lowgain. But this
didn't happen. In one case the same professor taught bothways and the
difference in gain was dramatic 50% vs 12%.because the test is
So even if concious review was used, it would not seem to have been
effective.
The reason why data using the FCI/FMCE is valuable is
research based and always the same. AP tests and othersuch tests change
and are not research based because the research requiresseveral years.
They can not do this for every version of the test.students the
Some people have from what I understand tried to tell the
answers before the test, without revealing that these werethe specific
answers they needed to know. The exact review did notwork. Hestenes
claims you can do this all you want, and if the studentsdon't understand
the concepts they will get them wrong every time. I dosome review, but in
a general fashion and still get good gain. Usually I willdo an ILD and
have the students do some problem solving. But for collegeclasses I do not
do a lot of review.students the
This point has been raised before that we are telling the
answers. So try it and see if it works. DO THE EXPERIMENT!_______________________________________________
John M. Clement
Houston, TX
The probable bias is in the administration of the test, I
would think. I
have heard from teachers who "never" give a test without
first "reviewing"
it with the students. It's all related to the grade
inflation disease.
_______________________________________________
Forum for Physics Educators
Phys-l@carnot.physics.buffalo.edu
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Forum for Physics Educators
Phys-l@carnot.physics.buffalo.edu
https://carnot.physics.buffalo.edu/mailman/listinfo/phys-l