{"id":192,"date":"2010-03-08T12:57:55","date_gmt":"2010-03-08T20:57:55","guid":{"rendered":"https:\/\/blogs.ubc.ca\/mccallumetec565a\/?p=192"},"modified":"2010-03-08T13:04:07","modified_gmt":"2010-03-08T21:04:07","slug":"programming-formative-feedback","status":"publish","type":"post","link":"https:\/\/blogs.ubc.ca\/mccallumetec565a\/2010\/03\/08\/programming-formative-feedback\/","title":{"rendered":"Programming formative feedback"},"content":{"rendered":"<p>Boris\u2019s idea for an online self-assessment tool is a good one &#8212; students usually like these self-test devices, and the right questions could be a strong bridge between labwork and examinations.<\/p>\n<p>But Boris\u2019s need for two kinds of feedback \u2013 instant and formative \u2013 raises interesting questions. Can the same self-assessment tool do both? Is formative feedback implicit in instant feedback anyway \u2013 or, rather, implicit <em>enough <\/em>for high school students to be able to infer <em>where <\/em>they need to increase their studies.<\/p>\n<p>Any Web-enabled \u201cmachine\u201d self-assessment tool should be able to do this, at least in a <em>crude <\/em>fashion. Get a question wrong on krypton, and the machine response to that question tells you to study that specific part of the table of elements more closely. Some question-authoring software should allow the instructor to program formative feedback based on the student\u2019s <em>total <\/em>score, drawing broad areas of deficient understanding to the student\u2019s attention and suggesting how s\/he can address those deficiencies with remedial study.<\/p>\n","protected":false},"excerpt":{"rendered":"<p>Boris\u2019s idea for an online self-assessment tool is a good one &#8212; students usually like these self-test devices, and the right questions could be a strong bridge between labwork and examinations. But Boris\u2019s need for two kinds of feedback \u2013 instant and formative \u2013 raises interesting questions. Can the same self-assessment tool do both? Is [&hellip;]<\/p>\n","protected":false},"author":1727,"featured_media":0,"comment_status":"open","ping_status":"open","sticky":false,"template":"","format":"standard","meta":{"footnotes":""},"categories":[1],"tags":[],"class_list":["post-192","post","type-post","status-publish","format-standard","hentry","category-uncategorized"],"_links":{"self":[{"href":"https:\/\/blogs.ubc.ca\/mccallumetec565a\/wp-json\/wp\/v2\/posts\/192","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/blogs.ubc.ca\/mccallumetec565a\/wp-json\/wp\/v2\/posts"}],"about":[{"href":"https:\/\/blogs.ubc.ca\/mccallumetec565a\/wp-json\/wp\/v2\/types\/post"}],"author":[{"embeddable":true,"href":"https:\/\/blogs.ubc.ca\/mccallumetec565a\/wp-json\/wp\/v2\/users\/1727"}],"replies":[{"embeddable":true,"href":"https:\/\/blogs.ubc.ca\/mccallumetec565a\/wp-json\/wp\/v2\/comments?post=192"}],"version-history":[{"count":6,"href":"https:\/\/blogs.ubc.ca\/mccallumetec565a\/wp-json\/wp\/v2\/posts\/192\/revisions"}],"predecessor-version":[{"id":198,"href":"https:\/\/blogs.ubc.ca\/mccallumetec565a\/wp-json\/wp\/v2\/posts\/192\/revisions\/198"}],"wp:attachment":[{"href":"https:\/\/blogs.ubc.ca\/mccallumetec565a\/wp-json\/wp\/v2\/media?parent=192"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/blogs.ubc.ca\/mccallumetec565a\/wp-json\/wp\/v2\/categories?post=192"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/blogs.ubc.ca\/mccallumetec565a\/wp-json\/wp\/v2\/tags?post=192"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}