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• W1556697987 abstract "For educators, creating and administering effective evaluation tools can be arduous. Tests and quizzes, the traditional approach, must be challenging enough to assess the student’s mastery of course material, yet not so difficult as to frustrate and dishearten. Additionally, instructors must account for the inevitable range of student aptitude in each class. Part of evaluation involves rewarding prepared students with high scores and penalizing neglectful students with low scores. Hence, there is a delicate balance. If an exam is too easy, all students receive high scores and there is no incentive for good students to prepare. Too difficult, even average students will fail. Evaluating student performance is a complex undertaking, as aptitude is not the only consideration. Factors such as stress can lead to poor scores. Students are often intimidated when asked to compose answers to exam questions. This is especially true for exams requiring detailed technical answers. Low confidence levels and test anxiety can cause a student who knows the material to “draw a blank”, unable to recall the exact terms. Most instructors strive for a negatively skewed unimodal grade distribution, where most student scores cluster toward the high end of the scale. Sadly, bimodal distributions are commonplace because test answers tend to be binary – they are either correct or incorrect. Students who are well prepared answer most questions correctly and receive high scores. Students who are not prepared do not answer correctly and receive low scores. However, what of the students who fall between these two groups? Can students “sort of” know the answer? If the instructor’s goal is a negatively skewed unimodal grade distribution, what can be done to increase these students’ scores? Hints for difficult questions can be helpful to overwhelmed students. Sometimes a very subtle bit of information about the correct answer can spark a student’s memory, leading to a satisfactory response. However, to be fair to all students, hints must be equitably distributed. Prepared students with no need of help should be rewarded for their efforts. Again, a balance must be struck. Students who will benefit from hints should be able to use them. But this advantage should come at a cost. In an effort to mitigate this issue, we propose a bartering system that allows students to trade test points for hints that lead to the correct answer. If a student needs help on a test question, he can click a button to receive a hint. This transaction provides the student with supplemental information, but lowers the total points earned for a correct response. While the student stands to earn fewer points, he increases his likelihood of a correct answer." @default.
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• W1556697987 date "2014-01-01" @default.
• W1556697987 modified "2023-09-23" @default.
• W1556697987 title "STUDENTS PERCEPTIONS OF AN ALTERNATIVE TESTING METHOD: HINTS AS AN OPTION FOR EXAM QUESTIONS" @default.
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