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Jodi Donald's avatar

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!

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Ryan Knight's avatar

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.

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Connor Wagner's avatar

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.

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Dan Meyer's avatar

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.

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Ralph Backé's avatar

I beleive the British do a great job of this in Eedi.

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