- Three-question quizzes for Unit 2 of OpenStax University Physics V2 are ready for use.
- All quizzes are listed at QB
- All are listed at Quizbank/All questions
- Most of the software that operates Quizbank can be found at Quizbank/Python
- Essay under construction: Quizbank/3-question quiz
Quizbank is a collection of conceptual and numerical quizzes that serve a dual purpose: (1) They can be used online by students for practice; and (2) a Python code can turn them into in-class multiple choice quizzes and exams. Quizbank is used for all the exams that User:Guy vandegrift teaches at Wright State University Lake Campus. A study guide posted on Wikiversity shows students how many questions from each exam will be randomly selected from each quiz. For a sample study guide, see Wright State University Lake Campus/2016-9/Phy1050/Study guide
OpenStax University Physics: Electricity and Magnetism
Most of the examples from Unit 2 of Volume 2 of this three-volume set have been converted into numerical quiz questions with randomized numbers:
To encourage students to read the examples in the book 3-question quizzes have been prepared for classromm use. The small size of this project made it possible to post everything an instructor would need to use right here on Wikiversity. They are available at Quizbank/Electricity_and_Magnetism_(calculus_based)
But it's bad policy to let everybody see the testbank!
Three answers to that comment:
- With a bit of effort private wikis could permit "secret" quesions known only to the instructor.
- The cat is out of the bag. Students can already download testbanks for a fee of typically $50.
- One application where it might be good policy involves the concept of a w:Flipped classroom. This collection of 3-question quizzes could allow instructors to verify whether students have at least looked at all the examples of a chapter. Only be either understanding or memorizing the steps required to solve these problems could they do will on the quizzes. In principle, it should be possible to someday revise the contact hours associated with teaching introductory courses in a classroom setting that is both economical and convenient for students. Why should they hear the professor say what could so easily be read or seen on video? Key to this concept is the fact that there is no reason for the publishers of OER to perpetually modify their products to ensure future sales. Hence, a quiz question based on an OER example is likely to have a long "shelf life".
But test-based education is over rated!
Yes it is. But keep in mind the following:
- Students contributing to the testbank rates high on Bloom's taxonomy (see this student effort at File:Anonymous_Life_in_the_Universe.pdf.)
- We need to reduce the cost of higher education. Student loan debt is shown in red in the figure. The only larger form of debt is mortgage debt, which is also a form of investment. I teach mostly introductory courses and spend a lot of time telling students things that most of them already know and all of them should have known before the class began. Why not cut the lecture time in half, and establish preliminary exams for students to pass? Those who are bad test takers can instead contribute exams and/or essays. Or, they can get tutored by other students to pass the exams. With a little good judgement, the instructor can control the negative influence of these exams.
- The highest form of teaching is to teach students to teach themselves. Why can't we provide exams for some of our courses so that students wishing pursue autodidacticism could attempt to "test out" of all or part of the course?
- An easy way to "hide the good questions in plain sight" would be to require that students create test questions and grade them for originality and usefulness. Someday, the experts could data-mine these banks for the useful questions.
- Quizbank/Archive1 Shows this page before 2 June 2018: special:permalink/1880369. This archive created a lot of Subpages that need to be cleaned up.
- Each exam also includes an instructor's version with all questions in chronological order in order to facilitate preparation for the exams.
- One good policy might be to allow students to deduct a certain number of incorrect answers. That would, for example, cause a 85% to be recorded exactly if it were a 100% score. This would give students some flexibility regarding questions they "don't like".