4 ms·
two notes: 1) I would argue that most questions we are asking students in technical courses shouldn't have right and wrong answers...it communicates the wrong
by avs733 5y ago
two notes:
1) I would argue that most questions we are asking students in technical courses shouldn't have right and wrong answers...it communicates the wrong thing and reinforces the assumption that technical work is 'getting the right answer' for students. College level technical teaching should work beyond that norm towards using 'right answers' for decision making
2) While there are similarities and they are often used interchangably, standards based, mastery based, and specifications grading are not exactly the same thing.
- MengerSponge 5y ago1) Fair point. The problem-solving technique is the most important part, but from this physicist's perspective, there is work that is objectively wrong, and there is basically always a limited set of solution approaches and results that I'd consider fully correct. Making the leap from "right answers" to "right thinking for decision making" is the key indicator of the expertise we want to train, and it doesn't happen just by making feedback less clear ;) 2) True! You really have to be careful even within terminologies. There are lots of different implementations of mastery-based grading, for example, and they're subtly different. And a final note: we're of dangerously similar (but not quite the same) perspectives! https://www.youtube.com/watch?v=ANNX_XiuA78 https://www.youtube.com/watch?v=ANNX_XiuA78
- avs733 5y agoFriend?
- MengerSponge 5y agoYup! https://www.youtube.com/watch?v=3-ZUDtaGf3I&t=21s https://www.youtube.com/watch?v=3-ZUDtaGf3I&t=21s