1 / 6

Creating Questions from Learning Objectives (1)

Creating Questions from Learning Objectives (1). E.g. The Learning objective is "Students should be able to use Kirchoff's voltage and current laws to analyze resistive circuits". Creating Questions from Learning Objectives (2).

adila
Download Presentation

Creating Questions from Learning Objectives (1)

An Image/Link below is provided (as is) to download presentation Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author. Content is provided to you AS IS for your information and personal use only. Download presentation by click this link. While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server. During download, if you can't get a presentation, the file might be deleted by the publisher.

E N D

Presentation Transcript

  1. Creating Questions from Learning Objectives (1) • E.g. The Learning objective is "Students should be able to use Kirchoff's voltage and current laws to analyze resistive circuits"

  2. Creating Questions from Learning Objectives (2) Q1 A circuit is made of three 1.5V cells as shown.. What current, in Amps, will flow from B to A in this circuit? Could just ask for numeric answer Ans = 4.5/90 = 0.05Amps Then Must make sure it is unambiguous how to answer. e.g • ·      0.05 Amps • ·      0.05 A • ·      5.0 * 10E-2 A • ·      mA A + 1.5V - 30W - 1.5V 30W + 30W - + C 1.5V B

  3. Creating Questions from Learning Objectives (3) For multiple choice, list the answer among some distracters. What would be good distracters? • 90/4.5? • 90*4.5? • 0.5? • -0.05? (watch out for this one!)

  4. Working from a past Exam Question • Clearly question b is ripe for turning into a multiple choice or numeric answer. • What was the point of (the second part) of part a? • There are many permutations from this question

  5. Working from known student mistakes • Let us assume that students regularly make a mistake with their sums when working out resistance in parallel

  6. 300 ohms I1 100 ohms I3 100 ohms I2 A B I4 C 200 ohms 12 V We could ask a straight numeric question such as "What is I1?" "What is I3?" These would be summative questions. • We could also ask formative questions. • What is VAC? • What is resistance of upper loop between A and C? • What is I1? • What is effective resistance between BC? • What is effective resistance of lower loop A to C? • What is VAC • What is VBC? • What is resistance of upper loop B to C? • What is I3? • (or we might miss 8 on the basis of 1-3 above)

More Related