Difference between revisions of "Talk:Walker A Peer Tutoring Addition"

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Simply being non-isomorphic isn't enough.  See the glossary entry and also Julie Booth's conceptual tasks. I changed the page for now. Let me know if you don't agree (and we can change back if so).
 
Simply being non-isomorphic isn't enough.  See the glossary entry and also Julie Booth's conceptual tasks. I changed the page for now. Let me know if you don't agree (and we can change back if so).
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Including an example of a normal post-test and transfer item, in any case, would be a good idea.
  
 
Ken
 
Ken

Latest revision as of 05:42, 18 April 2007

Erin:

I don't think your post-test had "conceptual tasks" as was indicated in:

"# Far transfer: This paper and pencil test assessed students' understanding of the main mathematical concepts from the learning phase. The conceptual tasks students had to solve tapped the same knowledge components as the problems in instruction; however, the problems where non-isomorphic to those in the instruction, thus demanded students to flexibly apply their knowledge to problems with a new format."

Simply being non-isomorphic isn't enough. See the glossary entry and also Julie Booth's conceptual tasks. I changed the page for now. Let me know if you don't agree (and we can change back if so).

Including an example of a normal post-test and transfer item, in any case, would be a good idea.

Ken