Quality can be objective.

Posted on August 21, 2018


Quality matters, peeps.

So there’s an exercise taking survey data and filling in a chart w/ percent and number of degrees on the little circle.

3/26 students had some opinion about math.   THis translates into 0.115384615… or 11.5%.   Students are to round to the nearest tenth of a percent, and to the nearest whole degree.

The “correct” answer is 41 degrees.   You get that if you multiply .115 by 360 and round down.

If you make the “mistake” of not rounding the first calculation, then… 41.5385… would round to 42.

You’re wrong.

There’s no clue about why you’re wrong.   Also, since there are 8 different blanks in the problem, you don’t know which of the numbers is your “error.”  It’s just “Incorrect. Try again.”   (I don’t know whether this stuff is marketed as “adaptive” or not…)

The student in question said they’d had to explain to parental unit that even though this was not a class day, it was necessary to come to the math lab or “I would be dead.”   (Affirming nod from another student.)

This is not OER, but it speaks to the issue of quality.   Students learn to do things like click on “show example” to see exactly how to get to the answer (and yes, yes absolutely some do that in lieu of thinking about the math…  and in this case, that thinking would get the wrong answer anyway.

Statistically, students will do “as well,” … which is a pretty abominable number.   Let’s acknowledge that quality matters, eh?


Posted in: math, rant