Department of Education

Using "wrong" answers to inform teaching

Our research has shown that if we are trying to measure cognitive maturity with test scores, because students answer using their cognitive maturity, that this variable is statistically unrelated to total scores but is strongly related to their answer-selection patterns. Current test-scoring procedures mis-classify two thirds of our students. Our altermative scoring procedure correctly classifies four fifths of the same students. Time for a change!

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Idea No. 17007