Teacher Reporting/4.N.10 - Revision history

Wwdillingham: /* How do we know the student understands? */

2009-08-07T15:29:56Z

How do we know the student understands?

← Older revision		Revision as of 11:29, 7 August 2009
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	*subtraction can be determined if for > 70% of the questions the student initially over-paid, they immediately follow up with a correct payment.		*subtraction can be determined if for > 70% of the questions the student initially over-paid, they immediately follow up with a correct payment.
	*If a student overpays and then increases their payment, or underpays, followed by an even lower payment it can be inferred the student does not understand the concepts of addition or subtraction with money.		*If a student overpays and then increases their payment, or underpays, followed by an even lower payment it can be inferred the student does not understand the concepts of addition or subtraction with money.
	**If for > 20% of the questions the student makes this mistake. He or she gets a "no" for addition and subtraction.		**If for > 10% of the questions the student makes this mistake. He or she gets a "no" for addition and subtraction.

Wwdillingham: /* How do we know the student understands? */

2009-08-07T15:27:09Z

How do we know the student understands?

← Older revision		Revision as of 11:27, 7 August 2009
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	*addition can be determined if a student gets > 70% of the questions correct on their first attempt.		*addition can be determined if a student gets > 70% of the questions correct on their first attempt.
	*subtraction can be determined if for > 70% of the questions the student initially over-paid, they immediately follow up with a correct payment.		*subtraction can be determined if for > 70% of the questions the student initially over-paid, they immediately follow up with a correct payment.
	*If a student overpays and then increases their payment, or underpays, followed by an even lower payment it can be inferred the student does not understand the concepts of addition or subtraction.		*If a student overpays and then increases their payment, or underpays, followed by an even lower payment it can be inferred the student does not understand the concepts of addition or subtraction with money.
	**If for > 20% of the questions the student makes this mistake. He or she gets a "no" for addition and subtraction.		**If for > 20% of the questions the student makes this mistake. He or she gets a "no" for addition and subtraction.

Wwdillingham: /* How do we know the student understands? */

2009-08-07T15:12:27Z

How do we know the student understands?

← Older revision		Revision as of 11:12, 7 August 2009
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	*addition can be determined if a student gets > 70% of the questions correct on their first attempt.		*addition can be determined if a student gets > 70% of the questions correct on their first attempt.
	*subtraction can be determined if for > 70% of the questions the student initially over-paid, they immediately follow up with a correct payment.		*subtraction can be determined if for > 70% of the questions the student initially over-paid, they immediately follow up with a correct payment.
			*If a student overpays and then increases their payment, or underpays, followed by an even lower payment it can be inferred the student does not understand the concepts of addition or subtraction.
			**If for > 20% of the questions the student makes this mistake. He or she gets a "no" for addition and subtraction.

Wwdillingham: /* Known Limitations */

2009-08-07T14:51:54Z

Known Limitations

← Older revision		Revision as of 10:51, 7 August 2009
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	====Known Limitations====		====Known Limitations====
	At this point, no method for determining understanding of division and multiplication is in place, only addition and subtraction.		*At this point, no method for determining understanding of division and multiplication is in place, only addition and subtraction.
	At least in terms of understanding with money, I am unaware of any other activities which could be used for multiplication and division.		*At least in terms of understanding with money, I am unaware of any other activities which could be used for multiplication and division.

	===Who is working on this objective?===		===Who is working on this objective?===

Wwdillingham: /* Known Limitations */

2009-08-07T14:51:28Z

Known Limitations

← Older revision		Revision as of 10:51, 7 August 2009
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	====Known Limitations====		====Known Limitations====
	At this point, no method for determining understanding of division and multiplication is in place, only addition and subtraction.		At this point, no method for determining understanding of division and multiplication is in place, only addition and subtraction.
			At least in terms of understanding with money, I am unaware of any other activities which could be used for multiplication and division.

	===Who is working on this objective?===		===Who is working on this objective?===

Wwdillingham: /* Ouput to the teacher */

2009-08-07T14:47:26Z

Ouput to the teacher

← Older revision		Revision as of 10:47, 7 August 2009
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	\| 80%		\| 80%
	\| Yes		\| Yes
	\|		\| No
	\|		\|
	\|		\|

Wwdillingham: /* Ouput to the teacher */

2009-08-07T14:47:05Z

Ouput to the teacher

← Older revision		Revision as of 10:47, 7 August 2009
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	! Incorrect Submissions		! Incorrect Submissions
	! % Correct Submissions		! % Correct Submissions
	! ~~Yes / No~~		! Addition
			! Subtraction
			! Multiplication
			! Division
	\|-		\|-
	\| Billy		\| Billy
Line 40:		Line 43:
	\| 82%		\| 82%
	\| Yes		\| Yes
			\| No
			\| ?
			\| ?
	\|-		\|-
			\|...
			\|...
			\|...
	\|...		\|...
	\|...		\|...
Line 54:		Line 63:
	\| 80%		\| 80%
	\| Yes		\| Yes
			\|
			\|
			\|
	\|-		\|-
	\|}		\|}

Wwdillingham: /* Information passed from the activity? */

2009-08-04T19:11:22Z

Information passed from the activity?

← Older revision		Revision as of 15:11, 4 August 2009
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	*correct_sum		*correct_sum
	*submitted_sum		*submitted_sum
	*num_incorrect_submissions		*num_incorrect_submissions (calculated)
	*num_correct_submissions <- could be addressed by "student_[question_id].length()"		*num_correct_submissions <- could be addressed by "student_[question_id].length()" (calculated)

	===What information does the reporter need to determine?===		===What information does the reporter need to determine?===

Wwdillingham: /* How do we know the student understands? */

2009-07-31T19:46:18Z

How do we know the student understands?

← Older revision		Revision as of 15:46, 31 July 2009
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	*In order to get around this, perfectly reasonable, fail-proof design of the game we need to record information each time the user hits the submit button. We do this because the steps the student takes to correct an incorrect answer is extremely valuable.		*In order to get around this, perfectly reasonable, fail-proof design of the game we need to record information each time the user hits the submit button. We do this because the steps the student takes to correct an incorrect answer is extremely valuable.
	*addition can be determined if a student gets > 70% of the questions correct on their first attempt.		*addition can be determined if a student gets > 70% of the questions correct on their first attempt.
	*~~Subtraction~~ can be determined if for > 70% of the questions the student initially over-paid, they immediately follow up with a correct payment.		*subtraction can be determined if for > 70% of the questions the student initially over-paid, they immediately follow up with a correct payment.

Wwdillingham: /* How do we know the student understands? */

2009-07-31T19:46:02Z

How do we know the student understands?

← Older revision		Revision as of 15:46, 31 July 2009
Line 62:		Line 62:
	*In order to get around this, perfectly reasonable, fail-proof design of the game we need to record information each time the user hits the submit button. We do this because the steps the student takes to correct an incorrect answer is extremely valuable.		*In order to get around this, perfectly reasonable, fail-proof design of the game we need to record information each time the user hits the submit button. We do this because the steps the student takes to correct an incorrect answer is extremely valuable.
	*addition can be determined if a student gets > 70% of the questions correct on their first attempt.		*addition can be determined if a student gets > 70% of the questions correct on their first attempt.
	*Subtraction can be determined if		*Subtraction can be determined if for > 70% of the questions the student initially over-paid, they immediately follow up with a correct payment.