OMG, we just learned about the software created by Netflix you talk about in my Grad Studies Linear Algebra and Machine Learning Class. I will forward your thoughts on to my instructor, Majid Bani-Yaghoub, Ph.D. at University of Missouri Kansas City. I am working on my PhD in Math Education while still teaching at-risk kids in Algebra 1 who LOVE using DESMOS!
I agree. During the pandemic, all my assessments went digital. This year I went back to paper and pencil tests so I could more easily see and evaluate my students' thinking. It takes way longer to grade, but it is so much more useful. I love how Dan is thinking about this problem, but some things just don't have a "shortcut" button.
I think lots of teachers understand what you're describing on an intuitive level–a distrust of digital assessments, a feeling that their evaluation of your students misses nuance & brilliance, a feeling that its recommendations cannot be trusted as well as your own, even if your own take more effort and time to produce.
OMG, we just learned about the software created by Netflix you talk about in my Grad Studies Linear Algebra and Machine Learning Class. I will forward your thoughts on to my instructor, Majid Bani-Yaghoub, Ph.D. at University of Missouri Kansas City. I am working on my PhD in Math Education while still teaching at-risk kids in Algebra 1 who LOVE using DESMOS!
What to do next depends not on whether the student got the problem correct, but *why* they got the problem wrong.
Teachers observe the why in how they worked out the problem on paper + talking to them.
I’m not convinced the job of online assessment is to be instructionally useful to teachers.
I agree. During the pandemic, all my assessments went digital. This year I went back to paper and pencil tests so I could more easily see and evaluate my students' thinking. It takes way longer to grade, but it is so much more useful. I love how Dan is thinking about this problem, but some things just don't have a "shortcut" button.
I think lots of teachers understand what you're describing on an intuitive level–a distrust of digital assessments, a feeling that their evaluation of your students misses nuance & brilliance, a feeling that its recommendations cannot be trusted as well as your own, even if your own take more effort and time to produce.
I beleive the British do a great job of this in Eedi.