236
edits
Changes
Jump to navigation
Jump to search
Line 61:
Line 61: + +
→How do we know the student understands?
* In this activity, the user has the option of presenting the computer with infinite responses, until the correct one is presented, at which point the activity moves on to the next "level." While this is sufficient for not discouraging the student, and allowing them to continue through the activity start to finish. It is NOT sufficient for determining a student's understanding of this particular curriculum requirement.
* In this activity, the user has the option of presenting the computer with infinite responses, until the correct one is presented, at which point the activity moves on to the next "level." While this is sufficient for not discouraging the student, and allowing them to continue through the activity start to finish. It is NOT sufficient for determining a student's understanding of this particular curriculum requirement.
*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.
*Subtraction can be determined if