Non-fic Education: Teachers vs Tech, Daisy Christodoulou

Question 1

Thomas Edison 1913 prediction?

Answer 1

Books will soon be obsolete in the public schools. Scholars will be instructed through the eye. It is possible to teach every branch of human knowledge with the motion picture. Our school system will be completely changed inside of ten years. Thomas Edison, quoted by Smith, F. J., 1913

Question 2

Most high profile tech failure? Where, when and company involved?

Answer 2

Tablets in Los Angeles In 2013, the Los Angeles Unified School District (LAUSD) announced a deal with Apple and Pearson (a leading educational publisher) to equip every student in the district with iPads that carried a Pearson curriculum.
The LAUSD is the second-largest school district in the US, educating over 700,000 students, and the contract would ultimately have cost $1.3 billion. Barely a year later, the deal collapsed. The iPads’ security software was easy to delete, the pre-installed curriculum was unfinished and riddled with errors, and teachers had been given little training in how to use the tablets and curriculum.
Perhaps the most chastening aspect of this failure was the stature of the organizations involved. As Wired magazine reported: If one of the country’s largest school districts, one of the world’s largest tech companies, and one of the most established brands in education can’t make it work, can anyone?

Question 3

What does 2012 OECD data show about US and UK? Linked to generational differences.

Answer 3

In 2012, the OECD carried out a new assessment designed to measure adult skills, and also to compare different generations across time. In Korea, adults in the 55–65 age range performed poorly, but those aged 16–24 did much better.25 But in England and the United States, ‘improvements between younger and older generations are barely apparent’.

It is this - not the Flynn effect - which is generational.

Question 4

What is the Flynn effect and what’s happened to it?

Answer 4

Throughout the 20th Century, scores on IQ tests increased steadily, a phenomenon known as the ‘Flynn effect’ after the scientist who discovered it.27 In recent years, there have been signs that the Flynn effect has stalled or even gone into reverse.28

Question 5

Cognitive science is an interdisciplinary field which draws on research from different areas, including …

Answer 5

… psychology, neuroscience, linguistics and computer science.

Question 6

When / where / who … concept of AI?

Answer 6

a conference on artificial intelligence that was held in 1956 at Dartmouth University. The organizer, John McCarthy, coined the term ‘artificial intelligence’ (AI), and the conference is seen as the foundation of AI as a field of academic study.4 Attending the conference was Herbert Simon, who would win the Nobel Prize later in his career. Together with two colleagues, he presented the Logic Theorist, often called the first artificial intelligence program.5 It was able to find proofs for many fundamental mathematical theorems

Question 7

The insight from the science of learning that perhaps has the most practical relevance for teachers is…

Answer 7

… the distinction between working and long-term memory.

Question 8

Why is this true?

Differences in prior knowledge is one of the most significant differences between learners, and in many ways can be more significant than differences in general intelligence or working memory capacity.

Answer 8

Because the prior knowledge is mental models for understanding.
Knowledge (like vocabulary) unlocks the ability to process or reveal meaning.

Question 9

Summarise in four words:

Project-based learning, hands-on activities and authentic tasks aim to present students with the types of unstructured activities they will encounter in the real world. We can sum up all of these approaches as …

Answer 9

Minimally guided, discovery learning

Question 10

A 2006 paper from the cognitive scientists Paul Kirschner, John Sweller and Richard Clark reviewed the evidence for minimally guided teaching and found that for novices, guided instruction is more effective because …

Answer 10

… it reduces the load on working memory.

Question 11

The teacher decides the l…… i…….. and s…… c…….., makes them t………. to the students,d……….. them by m…….., e………. if they understand what they have been told by c…… for understanding, and r.-t….. them what they have told by tying it all together with closure. Hattie, J. 2009, p.206

(Direct instruction)

Answer 11

The teacher decides the learning intentions and success criteria, makes them transparent to the students, demonstrates them by modelling, evaluates if they understand what they have been told by checking for understanding, and re-telling them what they have told by tying it all together with closure. Hattie, J. 2009, p.206

Question 12

In J…. H…….’s 2008 educational meta-analysis, V……. L……., direct instruction was one of the most effective approaches.

Answer 12

In John Hattie’s 2008 educational meta-analysis, Visible Learning, direct instruction was one of the most effective approaches.

+ PISA 2015 science approaches

Question 13

What did the PISA 2015 study on science find with regard to ‘constructivist approaches’ (where pupils ‘construct’ their own meanings)?

Answer 13

Activities related to experiments and laboratory work show the strongest negative relationship with science performance. While this correlational evidence should be interpreted with caution – for instance, teachers may be using handson activities to make science more attractive to disengaged students – it does suggest that some of the arguments against using hands-on activities in science class should not be completely disregarded. OECD, 2016, p.71

Question 14

What is the ‘knowing / doing gap’?

Answer 14

… the frustrating phenomenon where we know a rule, but fail to apply it reliably, like when students know that they should use a capital letter for proper nouns and at the start of sentence, but don’t do so.

Question 15

Give an example of a ‘biologically secondary’ skill? Unlike?

Answer 15

Reading and writing are similar to speaking and listening, but they are not natural: they are inventions of late civilization.28–29

Unlike speaking.

Question 16

What is the limitation on our working memory?

Summarise chapter 1: the science of learning.

Answer 16

Our working memories are limited to about 4–7 new items of information. Long-term memory is vast: it’s made of elaborate and well-organised knowledge structures that provide us with a way of making sense of the everyday information we encounter. We need knowledge in our long-term memory to get around the limitations of working memory. Direct instruction is an effective way to gain this knowledge. so There is a science of learning that can be applied to education. Our working memories are limited to about 4–7 new items of information. Long-term memory is vast: it’s made of elaborate and well-organised knowledge structures that provide us with a way of making sense of the everyday information

Question 17

What is Mark Zuckerberg’s vision for personalised learning?

Answer 17

“You’ll have technology that understands how you learn best and where you need to focus. You’ll advance quickly in subjects that interest you most, and get as much help as you need in your most challenging areas. You’ll explore topics that aren’t even offered in schools today. Your teachers will also have better tools and data to help you achieve your goals. “

Question 18

Who coined the phrase ‘personalised learning’ and when?

Answer 18

Educational psychologist Benjamin Bloom, his 1984 research paper challenged academics to replicate the effectiveness of one-to-one or small-group tutoring to a much bigger scale to enhance student learning.

In his initial findings, Bloom claimed that students who received “personalised instruction” outperformed 98 percent of those who did not.

Question 19

‘When we are learning, what matters most is not our p……
or best l……. s…., but the best l……. s…. for the c…….’

Answer 19

‘When we are learning, what matters most is not our preferred or best learning style, but the best learning style for the content.’

Question 20

Two biggest problems with learning styles theory?

Answer 20

1. Limits the type of concepts some students are encouraged to learn by focusing on preferences.
2. Encourages educators to stereotype and may limit achievement entrench inequality.

Question 21

Paradoxical effect / problem with ‘self-pacing’?

to make good decisions about our own competence in a particular area, we need to a…… p…… a degree of c……… in that area. If we don’t have this b……. of c………, we often don’t realize our w……..

D……-K…..

Answer 21

to make good decisions about our own competence in a particular area, we need to already possess a degree of competence in that area. If we don’t have this baseline of competence, we often don’t realize our weaknesses.

Dunning-Kruger

Question 22

What does ‘overlearning’ build? (f and a)

Answer 22

Fluency and automaticity

Question 23

If we’re not careful, how can students feel when required to take control of their learning?

Answer 23

Overwhelmed by additional mental load

Question 24

Dunning and Kruger conclude that the way to improve judgement of your competence in an area is to i…… y…. c……….

Answer 24

Dunning and Kruger conclude that the way to improve judgement of your competence in an area is to improve your competence.

Question 25

What is the method of ‘personalised education’ that generally shows small positive gains due to its similarity to tutoring? And what does it do?

Answer 25

Adaptive learning tools collect specific information about individual students’ behaviors by tracking how they answer questions. The tool then responds to each student by changing the learning experience to better suit that person’s needs, based on their unique and specific behaviors and answers. Edsurge, 2016

Question 26

An alternative often suggested to learning facts / information? (Means of evaluation…)

Answer 26

Learning to be a ‘critical thinker’ ... problem solve and evaluate information you encounter.

Question 27

What are the three reasons why it is wrong to say now we have Google, we no longer need to memorise facts?

Answer 27

1.We need facts in long-term memory because we use them to think, and without them our working memories would quickly get overwhelmed. 2. Even when we are using reliable online sources, we need facts in long-term memory to be able to look something up and make sense of what we find. 3. When we do encounter unreliable online sources, relying on generic evaluation skills will not help us to identify them.

Question 28

L...-t... m..... is now viewed as the c......, d........ s......... of h..... c......... Everything we see, hear, and think about is critically dependent on and influenced by our l...-t... m...... Kirschner P. A., et al., 2006

Answer 28

Long-term memory is now viewed as the central, dominant structure of human cognition. Everything we see, hear, and think about is critically dependent on and influenced by our long-term memory. Kirschner P. A., et al., 2006

Question 29

What was the memory experiment that proves that we think by using our long-term memories? (1970s - not ADG) + name of the theory S.... & C....

Answer 29

CHUNKING THEORY 1970s Show chess board. Grandmasters reproduce 25 pieces after just a few seconds exposure. Once randomised, just 3/4 (as everyone else). Simon & Chase (Reason and recall ‘bound up’)

Question 30

I believed him when he said he had a lake house, until he said it’s only forty feet from the water at high tide. Willingham, D. T., 2009, p.24 This brain scan is fuzzy. Probably, the patient was wearing makeup. Amplify, Center for Early Reading, 2018, p.13

Answer 30

To make sense, a reader must KNOW lakes don’t have tides, make-up has trace metal elements.

Question 31

Looking up things is a ...?

Answer 31

... high-level cognitive task. The more you already know, the more useful a reference source becomes.

Question 32

The Pacific Northwest Tree Octopus The hoax website contains detailed and often amusing descriptions of an entirely fictitious creature. What do we learn about Google from this? (‘elliytbiria crtiteai’ are problematic … ‘ct’ is problematic. Need..?)

Answer 32

It isn’t enough to apply ‘reliability criteria’ like authorship ... you need basic (adult) information (like octopuses don’t live in trees). ‘Critical thinking’ ineffective here, actual science effective.

Question 33

Which ‘research’ site might lead to ‘misconception reinforcement’ (and what is that)?

Answer 33

YouTube. Increasingly sensationalist videos (learn more about why Earth is flat). Guided (teacher) vs unguided learning.

Question 34

What is R..... M....’s Multimedia Principle?

Answer 34

presenting text and images together can enhance learning. Richard Mayer proved with bicycle pump experiment ... he has another 29 principles

Question 35

What does the split attention effect show? What should we do with text and images?

Answer 35

The split-attention effect shows that (if textual materials must be presented in written form) closely integrating text and images leads to better learning than providing the text and image separately. (Block of text and image vs closely integrated image and annotations)

Question 36

What is the ‘redundancy effect’? Part of..?

Answer 36

Giving students irrelevant information whilst they are learning something will clog up their working memory. This means students may remember the wrong stuff, not the parts of the information you actually want them to ... don’t talk over your slides. Cognitive load theory.

Question 37

What can we learn about creativity from Johannes Gutenberg?

Answer 37

Johannes Gutenberg developed his printing press using his skills as a goldsmith and his knowledge of how wine presses worked. He succeeded not by ‘conceiving an entirely new technology from scratch, but instead [by] borrowing a mature technology from an entirely different field, and putting it to work to solve an unrelated problem.’49

Question 38

Summarise chapter 3: why can’t we just look it up?

Answer 38

We need knowledge in long-term memory to make sense of the world. We need knowledge in long-term memory to use search engines effectively and identify misinformation. We’ll still need knowedge in the future! We need technology to help build memory, not to replace it.

Question 39

What is the problem with project based learning?

Answer 39

The real world is not always a brilliant learning environment. The many elements of a typical authentic task can overwhelm working memory, meaning that even if students do manage to complete the project, they may not have learned anything from the process.

Question 40

What does DC say about using apps to promote engagement?

Answer 40

Distractions from intended learning outcome (learning about apps instead)

Question 41

What kind of project work can better support learning?

Answer 41

Narrowly defined (measuring heights project)

Question 42

Who invented the 'forgetting curve'? After 9 hours? Month?

Answer 42

Herman Ebbinghaus in the late 19th Century, who also developed the idea of the ‘forgetting curve’. Ebbinghaus’s tests on his own memory showed that after learning something perfectly, he would start forgetting it almost immediately. After 9 hours, he forgot 60% of what he had learned, and after a month, 75%.26

Question 43

Bjork's cramming warning? ‘P……… is not the same as l……. .’

Answer 43

Performance is not the same as learning.

Question 44

What did world’s foremost researcher on human expertise show in 2005? Name? (Clue: tennis)

Answer 44

In a 2005 paper, K Anders Ericsson and colleagues show that it is possible to play tennis regularly for 20 or 30 years and still not improve, because a typical game situation often doesn’t provide great learning opportunities. Skills must be broken down into smaller parts for practice.

Question 45

What is most significant use of multiple choice beyond retrieval practice?

Answer 45

Exploring misconceptions linked to wrong answers.

Question 46

What is the pupils’ response to the feedback? “You need to be more systematic in planning your scientific inquiries.” I asked the student what that meant to him, and he said...

Answer 46

“... If I knew how to be more systematic, I would have been more systematic the first time.” Dylan Wiliams example of accurate but not helpful feedback.

Question 47

What’s the problem with ‘flipped learning’?

Answer 47

A 2018 meta-review of 71 flipped-learning papers found the most commonly reported problems were students not engaging with or understanding the task they had to do before the class.46

Question 48

Summarise ‘how can we use technology to make learning active?’ (Complex / authentic tasks … quizzes / working memory) Chapter 4

Answer 48

In order to learn, our minds need to be active Complex and authentic tasks seem like they will promote mental activity, but in fact they can overwhelm our limited working memories. COMPLEX TASKS ARE END GOAL, NOT STEPS ON THE WAY Breaking complex tasks down into smaller chunks makes it easier for us to learn. QUIZZES ARE A GREAT WAY TO LEARN BECAUSE THEY FORCE US TO BE MENTALLY ACTIVE BUT THEY DON'T OVERWHELM WORKING MEMORY. We need digital quizzes that build up to a complex skill, making it easier for students to learn and helping us to learn the most effective ways of organising

Question 49

A 2017 meta-analysis of a variety of different technology access programmes, including some from OLPC, concluded that... (One Laptop Per Child)

Answer 49

...they did not ‘measurably improve academic achievement’.

Question 50

BJ Fogg, director of the Persuasive Technology Lab at Stanford University, has developed a model of behaviour change that has become widely used by developers who want to make their product habit-forming.19 Examples...

Answer 50

... streaks ... likes ... removal of ‘friction’ ... AI based ‘recommendations’ ... swipe down refreshes

Question 51

2015, the OECD (Organisation for Economic Co-operation and Development) found that, in its member countries: ..% of 15-year-olds have access to a smartphone at home, and on average they spend about .. hours per week online at home

Answer 51

2015, the OECD (Organisation for Economic Co-operation and Development) found that, in its member countries: 91% of 15-year-olds have access to a smartphone at home, and on average they spend about 19 hours per week online at home

Question 52

Another study from 2017 showed that in their general daily use of their laptops, undergraduates on average switch from one window to another in their browsers every .. seconds. A…….. s…….. (not m………..) Yeykelis, L., Cummings, J. J. and Reeves, B., 2017. The Fragmentation of Work, Entertainment, E-Mail, and News on a Personal Computer: Motivational Predictors of Switching Between Media Content. Media Psychology, 21(3), pp.1–26

Answer 52

Another study from 2017 showed that in their general daily use of their laptops, undergraduates on average switch from one window to another in their browsers every 19 seconds.33 Attention switching (not multitasking) Yeykelis, L., Cummings, J. J. and Reeves, B., 2017. The Fragmentation of Work, Entertainment, E-Mail, and News on a Personal Computer: Motivational Predictors of Switching Between Media Content. Media Psychology, 21(3), pp.1–26

Question 53

What do undergraduates do in lectures?

Answer 53

only 1.5% of undergraduate students reported not engaging in any multitasking: 63% reported using Facebook, and 69% reported sending text 94% of them used email during the lecture, and 61% used instant messaging in a 100-minute lecture, on average, students spend 37 minutes on non-course-related websites.

Question 54

What does Marc Prensky claim in 2001?

Answer 54

Digital Natives are used to receiving information really fast. They like to parallel process and multi-task… They function best when networked. They thrive on instant gratification and frequent rewards. Digital Immigrants don’t believe their students can learn successfully while watching TV or listening to music, because they (the Immigrants) can’t. Of course not – they didn’t practice this skill constantly for all of their formative years…Today’s learners are different… Today’s teachers have to learn to communicate in the language and style of their students. Prensky, M., 2001, pp.2–3

Question 55

What does research show about multi-tasking ‘digital natives’?

Answer 55

Paul Kirschner and Pedro De Bruyckere found no evidence to support the existence of a generation of digital natives who think in fundamentally different ways from their predecessors.42 A 2017 meta-review found a negative relationship between academic performance and social network use among young people.43 Extensive evidence shows that nobody is that good at multitasking.44 Even a simple task like walking can be compromised by listening to music or texting.45 Attempting to combine more complex tasks causes even more problems, even for experts: doctors make more mistakes when they multitask as opposed to when they focus on one task at a time.46

Question 56

What did Glass and Kang find in 2018?

Answer 56

In a 2018 study by Glass and Kang, students were randomly split into two lecture groups.52 One group were allowed to bring devices to their lectures and use them if they wanted. The others received exactly the same lecture at a different time, but they could not bring a device to the lecture. The students in the ‘nodevice’ class did better on the final assessment. Fascinatingly, students in the ‘device’ class who chose not to use devices still did worse on the final assessment, which suggests that just seeing other students multitask is distracting. The same pattern has been found in another study.53

Question 57

What is the problem with distractions (such as Internet access)?

Answer 57

... distraction is bad for learning, as it promotes multitasking (or ‘task-switching’) and reduces the working memory resources going towards the topic being studied.

Question 58

What kind of smart device might help prevent problems with distraction in class?

Answer 58

The best kind of learning device might be a tablet or laptop that has no notifications as a default and that has easy-to-set lock modes that block the Internet. Learning apps could also automatically block the Internet and notifications when you are using them.

Question 59

Common refrain when pupils get distracted by tech..?

Answer 59

It’s a ‘classroom management problem’ (or activity not engaging enough)l

Question 60

Summarise chapter 5: ‘ how should we use smart devices?’

Answer 60

Connected devices are designed to distract us, and distraction is bad for learning. We need to ban or adapt. Devices aren’t neutral: they change the way we think. We need to ban or adapt connected devices to maximise learning.

Question 61

How are expert teachers like expert chess players?

Answer 61

They have large bodies of knowledge about typical classroom situations stored in their long-term memory which helps free up space in working memory to notice aspects of the new situation they are facing.

Question 62

What do ‘KK’ say is necessary do develop expertise?

Answer 62

Klein and Kahneman say you need high validity domains (complex environments that still behave (or about which judgements can be made) reliably and predictably) and focused practice.

Question 63

What is ‘the problem of expertise-induced blindness’?

Answer 63

When you know something so well you can’t think easily about it as a novice would.

Question 64

What is the advantage of algorithms over teacher decision making? For example with predictions?

Answer 64

Lack of bias. Consistency. Computers don’t have bad moods. (Makes me think about check lists of processes)

Question 65

Why do we need human teachers?

Answer 65

To model, inspire and connect with.

Question 66

Why does handwriting matter?

Answer 66

there is compelling evidence that writing by hand has important cognitive benefits for both children and adults; learning to handwrite helps children learn to read, and for adults, taking notes by hand builds stronger memories than typing notes.34–35 If we moved everything in school on-screen, we’d miss out on these benefits.

Question 67

Why hiring more teachers and reducing class sizes isn’t effective?

Answer 67

It’s easy to hire more teachers, but harder to hire more good teachers. The number of bodies in a school doesn’t lead to direct increases in quality. Scaling-up quality is hard.

Question 68

Adaptive systems, quizzes and well-designed digital content have the advantage that they are r......... at s..... Indeed, the more people use them, the more powerful and useful they become as they gather data from more and more users, more than even the most experienced teacher can gather in a lifetime.

Answer 68

Adaptive systems, quizzes and well-designed digital content have the advantage that they are replicable at scale. Indeed, the more people use them, the more powerful and useful they become as they gather data from more and more users, more than even the most experienced teacher can gather in a lifetime.

Question 69

It would be possible to combine many of these different approaches and create a digital learning system that would include ... clc q ae att damd

Answer 69

curriculum-linked content, quizzes, an adaptive engine, and authoring tools for teachers to add their own content. Students could access this content through devices that have been adapted to minimize distractions from the Internet, and teachers could also access it for use in class.

Question 70

Summarise chapter 6: can tech help? expertise / blindspots adaptive / nudges Social / tacit Combine Algorithms Consistency / scale

Answer 70

Teachers have real expertise-and they have blindspots. In some ways, technology can mimic this expertise, e.g. through adaptive systems that give hints and nudges the way a teacher would. In other ways, technology can't replicate this expertise, e.g. the social aspects of learning, teaching tacit knowledge, providing motivation and support. We need to combine the expertise of teachers and technology. It’s hard for teachers to know if a student has learned something for the long-term. Spaced repetition algorithms and long-term data collection can give teachers new insights. All human experts find it hard to be consistent. Technology can help provide consistency and scale.

Question 71

What happens when teachers mark the same essay years apart? 6 point scale What percentage of examiners gave the same mark, consistently two years in a row?

Answer 71

One American study carried out exactly this experiment, by giving trained examiners the same essay to mark two years in row without their knowledge. The examiners had to grade the essays on a 6-point scale; only **20%** of them gave the same mark both times.

Question 72

What is ‘margin of error’? (clue removed)

Answer 72

Ofqual showed that on a typical 40-mark exam essay question, there is a margin of error of +/–5 marks on average.

Question 73

What is ‘fractionated expertise’?

Answer 73

... when someone can be an expert in one area but not in another closely allied area. (Being good at teaching, doesn’t necessarily follow that you’re good at assessment.)

Question 74

Four categories under marked by teachers?

Answer 74

ethnic minorities, from lower-income backgrounds, with special educational needs, and with behavioural problems.3–7

Question 75

What is the ‘anchoring effect’?

Answer 75

For example, if you mark a set of 20 essays, changing the essay you begin with can often influence all of your later judgements; this is known as the anchoring effect.8

Question 76

What is interesting about multiple choice marks?

Answer 76

They can be designed to assess quite sophisticated skills and often correlate quite well with scores on extended writing tasks.

Question 77

What is the weirdest thing about comparative judgement?

Answer 77

There is no mark scheme (comparative not absolute judgement)

Question 78

Which bias EFFECT does comparative judgement eliminate?

Answer 78

Anchoring effect

Question 79

How many judgements required for comparative judgement?

Answer 79

4 to 1. 5 to double accuracy. To get reliable scores, you need to make a lot of judgements. In 2018, the English exam regulator, Ofqual, carried out a research project into AS-level History which found that carrying out four judgements per script provided reliability equivalent to traditional single marking.26 Five judgements per script provided reliability equivalent to traditional double marking. The reliability kept improving as more judgements were added.

Question 80

Average judgement time for comparative judgement?

Answer 80

20 seconds

Question 81

Name a two problems with assessing with rubrics (one linked to rewards and the other to terms).

Answer 81

Being specific can reward mediocrity and gaming (‘spell most words correctly’). We can disagree over subjective terms like ‘fluent’ or ‘confident’.

Question 82

Advice to pupils on ensuring use of advanced punctuation..?

Answer 82

Main character called Mary-Jane aged twenty-two. Hyphens!

Question 83

Weird philosophical point about nature of assessment and ‘tacit knowledge’?

Answer 83

We can know how to do something (‘tacit knowledge’) but be poor at explaining or defining the process ... our ‘maxims’ or rules attempt to replace the ‘art’ but can’t do so.

Question 84

Summarise chapter 7: the expertise of assessment: can technology help? open tasks Algorithms / gaming Algorithms + human judgement =?

Answer 84

Assessing open tasks like essays is necessary but hard to do reliably. On their own, algorithms aren’t good at asssessing open tasks: it’s too easy to game their rules. We need to combine the consistency of algorithms with the depth of human judgement. This is what comparative judgement does.

Question 85

Henry Ford is often quoted as saying, ‘....?’

Answer 85

‘... if I had asked people what they wanted, they would have said faster horses.’

Question 86

Daisy’s final negative thought?

Answer 86

(Biggest threat is) “the power of bad ideas. If we assume that learning styles exist, that cognitive overload doesn’t exist, that students can pick up knowledge as they go, and that attention is an infinite resource, we will never improve education...“

Question 87

Daisy’s final positive thought?

Answer 87

“Adaptive learning systems can provide more personalized teaching, spaced-repetition algorithms can make it easier for us to build long-term memories, and sophisticated uses of data can make assessment more precise and meaningful. “

Question 88

Average judgement time for comparative judgement?

Answer 88

20 seconds

Question 89

Name a problem with assessing with rubrics.

Answer 89

Being specific can reward mediocrity and gaming (‘spell most words correctly’). We can disagree over subjective terms like ‘fluent’ or ‘confident’.

Question 90

Advice to pupils on ensuring use of advanced punctuation..?

Answer 90

Main character called Mary-Jane aged twenty-two. Hyphens!

Question 91

Weird philosophical point about nature of assessment and ‘tacit knowledge’?

Answer 91

We can know how to do something (‘tacit knowledge’) but be poor at explaining or defining the process ... our ‘maxims’ or rules attempt to replace the ‘art’ but can’t do so.

Question 92

Summarise chapter 7: the expertise of assessment: can technology help? Assessing open tasks is…? Algorithms aren’t good at…? We need to combine..?

Answer 92

Assessing open tasks like essays is necessary but hard to do reliably. On their own, algorithms aren’t good at asssessing open tasks: it’s too easy to game their rules. We need to combine the consistency of algorithms with the depth of human judgement. This is what comparative judgement does.

Question 93

Henry Ford is often quoted as saying, ‘....?’

Answer 93

‘... if I had asked people what they wanted, they would have said faster horses.’

Question 94

Daisy’s final negative thought? (Ls/ co / a)

Answer 94

(Biggest threat is) “the power of bad ideas. If we assume that learning styles exist, that cognitive overload doesn’t exist, that students can pick up knowledge as they go, and that attention is an infinite resource, we will never improve education...“

Question 95

Daisy’s final positive thought?

Answer 95

“Adaptive learning systems can provide more personalized teaching, spaced-repetition algorithms can make it easier for us to build long-term memories, and sophisticated uses of data can make assessment more precise and meaningful. “

Question 96

What is the name of the famous hoax that helps us think about reliability on the internet / critical thinking vs scientific knowledge?

Answer 96

The Pacific Northwest Tree Octopus