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Vaksel, I like what you are saying here. So, for example, let's say I've got a course in Algebra Level I. I can then create a test in which they pass at 80% and
by glen 18y ago
Vaksel, I like what you are saying here. So, for example, let's say I've got a course in Algebra Level I. I can then create a test in which they pass at 80% and gain proficiency at 90%.80% = basic knowledge; 90% = proficiency; 98% = mastery. Their level could then show up on their profile. Is that accurate? If not through a test, then how would you assess the knowledge level?
Also, would you embed these tests/levels in courses or would you make them separate? I guess you could do both. One person could work through the course if they wanted a more comprehensive understanding and another person could simply test-out of it by passing the test.
- vaksel 18y agoYeah, pretty much I think a course should be doing a set number of problems, working through each step, and explaining what each step does. I'd probably let them start out with the final, and use that as an evaluation. If they achieve the 80% give them the option to move on to Algebra II or to go through the walkthrough to brush up on their skills and retake the test. Use that first final to find what the user will have problems with, and adjust the walkthrough based on where the user has problems. This way the person can blaze through the easy stuff like Algebra and Geometry