Last week, I wrote a blog post that ended with a data prediction cliffhanger. I asked readers to predict how question difficulty order on a test might affect students’ evaluations of their own performance on that test.
GUEST POST: Collaborative Inhibition
Things are going well for you as a college student. You like your classes, you’ve made new friends and, because you’re reading this blog, you realize you’re well-prepared for the workload of college. That is, until you find out you must do group work
Weekly Digest #109: Burnout
Now that most of us here at Learning Scientists have put the 2017-2018 academic year behind us I thought it would be a good time to reflect on an issue that affects a lot of educators: burnout.
How Does Question Difficulty Order Affect Evaluations of Test Performance?
If we want to improve student learning, we also need to worry about students' attunement with their own memory performance. That is, if students can't gauge how well they did on a test, they're going to have more trouble preparing adequately for the next one.
GUEST POST: How Test Expectancy Promotes Learning
If you’re an educator, there’s no doubt your students have asked questions like, “Are we going to be tested on this?” and “Is the exam going to be essay or multiple-choice?” Why do students want these answers? One possibility is that students will use them to …
Weekly Digest #108: What Can We Learn From High-Performing Education Systems?
Recently, Carolina presented at a conference for teachers in Wales, Theory to Practice Conference organized by @ImpactWales, and had the pleasure to hear a talk by Lucy Crehan. Lucy is an education consultant and expert, particularly when it comes to education systems in different countries…