douglas quinney university of keele
DESCRIPTION
Douglas Quinney University of Keele. Diagnostics and Diagnosis. A level results. 1992: 35% got A &B 2007: 35% didn’t get A&B. A level questions. Diagnostic Results. Diagnostic results at Keele. 2009-2010 Reorganization. 2009 6 modules 10 credits MAT10014 Math Methods -10 credits - PowerPoint PPT PresentationTRANSCRIPT
![Page 1: Douglas Quinney University of Keele](https://reader036.vdocuments.net/reader036/viewer/2022062322/568150f8550346895dbf1672/html5/thumbnails/1.jpg)
Diagnostics and Diagnosis
Douglas Quinney
University of Keele
![Page 2: Douglas Quinney University of Keele](https://reader036.vdocuments.net/reader036/viewer/2022062322/568150f8550346895dbf1672/html5/thumbnails/2.jpg)
A level results.
1992: 35% got A &B2007: 35% didn’t get A&B
![Page 3: Douglas Quinney University of Keele](https://reader036.vdocuments.net/reader036/viewer/2022062322/568150f8550346895dbf1672/html5/thumbnails/3.jpg)
A level questions
![Page 4: Douglas Quinney University of Keele](https://reader036.vdocuments.net/reader036/viewer/2022062322/568150f8550346895dbf1672/html5/thumbnails/4.jpg)
![Page 5: Douglas Quinney University of Keele](https://reader036.vdocuments.net/reader036/viewer/2022062322/568150f8550346895dbf1672/html5/thumbnails/5.jpg)
Diagnostic Results
![Page 6: Douglas Quinney University of Keele](https://reader036.vdocuments.net/reader036/viewer/2022062322/568150f8550346895dbf1672/html5/thumbnails/6.jpg)
Diagnostic results at Keele
![Page 7: Douglas Quinney University of Keele](https://reader036.vdocuments.net/reader036/viewer/2022062322/568150f8550346895dbf1672/html5/thumbnails/7.jpg)
2009-2010 Reorganization
2009 6 modules 10 credits• MAT10014 Math Methods -10 credits• MAT10030 Fundamental Techniques - 5
credits
2010 4 module 15 credits• MAT10025 Math Methods -15 credits
2009 100 students
2010 180 students
![Page 8: Douglas Quinney University of Keele](https://reader036.vdocuments.net/reader036/viewer/2022062322/568150f8550346895dbf1672/html5/thumbnails/8.jpg)
System Requirements
• Variety of QA Questions correctly checked
• Additional resources
• Direct text Links
• Ease of generation of assignments
• Grade book – linked to VLE
• System support, extensibility, portability
![Page 9: Douglas Quinney University of Keele](https://reader036.vdocuments.net/reader036/viewer/2022062322/568150f8550346895dbf1672/html5/thumbnails/9.jpg)
WileyPlus.
![Page 10: Douglas Quinney University of Keele](https://reader036.vdocuments.net/reader036/viewer/2022062322/568150f8550346895dbf1672/html5/thumbnails/10.jpg)
WileyPlus.
![Page 11: Douglas Quinney University of Keele](https://reader036.vdocuments.net/reader036/viewer/2022062322/568150f8550346895dbf1672/html5/thumbnails/11.jpg)
WileyPlus.
![Page 12: Douglas Quinney University of Keele](https://reader036.vdocuments.net/reader036/viewer/2022062322/568150f8550346895dbf1672/html5/thumbnails/12.jpg)
WileyPlus.
![Page 13: Douglas Quinney University of Keele](https://reader036.vdocuments.net/reader036/viewer/2022062322/568150f8550346895dbf1672/html5/thumbnails/13.jpg)
WileyPlus.
![Page 14: Douglas Quinney University of Keele](https://reader036.vdocuments.net/reader036/viewer/2022062322/568150f8550346895dbf1672/html5/thumbnails/14.jpg)
WileyPlus.
![Page 15: Douglas Quinney University of Keele](https://reader036.vdocuments.net/reader036/viewer/2022062322/568150f8550346895dbf1672/html5/thumbnails/15.jpg)
WileyPlus – Student Results.
P1.1
P1.2
T1 P2.1
P2.2 T2.1 T2.2 P4.1 T4 P5.1
T5
70%
50%
90%10%
80% 70% 90% 95% 15% 95% 5% 95%
60%
60%
90%10%
85% 60% 95% 90% 5% 90% <5% 90%
![Page 16: Douglas Quinney University of Keele](https://reader036.vdocuments.net/reader036/viewer/2022062322/568150f8550346895dbf1672/html5/thumbnails/16.jpg)
WileyPlus - Evaluation.
Hauk et al (2005), Zerr (2007)Lenz (2010), La Rose (2010)
Diagnostic Test ResultsComparison within 2010Comparison with 2009Examination performanceFollow students through 2 years
![Page 17: Douglas Quinney University of Keele](https://reader036.vdocuments.net/reader036/viewer/2022062322/568150f8550346895dbf1672/html5/thumbnails/17.jpg)
WileyPlus - Results.
• Greater engagement
• Better retention
• Reduced marking loads
![Page 18: Douglas Quinney University of Keele](https://reader036.vdocuments.net/reader036/viewer/2022062322/568150f8550346895dbf1672/html5/thumbnails/18.jpg)
WileyPlus- Student feedback
“Great because I can keep trying until I get it right.”
“Opportunity to practice before I try the assessed work is brill.”
“Before I only had one chance to get it right”
“Getting immediate feedback is the best part – I don’t have to wait 2 weeks”
“OK, its ok for basic stuff but how will it help me prove theorems?”
![Page 19: Douglas Quinney University of Keele](https://reader036.vdocuments.net/reader036/viewer/2022062322/568150f8550346895dbf1672/html5/thumbnails/19.jpg)
WileyPlus - Who is it for?
–Administration?
–Academic leaders (Deans)?
–Academics?
–Students?
![Page 20: Douglas Quinney University of Keele](https://reader036.vdocuments.net/reader036/viewer/2022062322/568150f8550346895dbf1672/html5/thumbnails/20.jpg)
Part II - Diagnosis
• Do we understand our students?
• Do our students understand us?
• Are we asking the right questions?
• Do students know what questions to ask?
![Page 21: Douglas Quinney University of Keele](https://reader036.vdocuments.net/reader036/viewer/2022062322/568150f8550346895dbf1672/html5/thumbnails/21.jpg)
Simple experiment1. Tabulate the function
and use the result to plot this function. Find the slope of the curve at x=0.5 and comment on the result.
2. Find two positive real numbers that have product 100 and minimum sum.
3. Classify all the turning points of the function
where A, B and C are all positive.
4. A cylindrical can has radius r and height h. If the can is to hold 250 cubic units and has minimum surface area, show that the height is twice the radius.
5. The cost of keeping a car is the sum of insurance and running costs. Daily insurance cost is inversely proportional to the age of the car. Daily running cost is the sum of a fixed cost, including tax, and a maintenance cost that is proportional to the age of the car. For what age of car is the total daily cost smallest?
![Page 22: Douglas Quinney University of Keele](https://reader036.vdocuments.net/reader036/viewer/2022062322/568150f8550346895dbf1672/html5/thumbnails/22.jpg)
Simple experiment – Q11. Tabulate the function
and use the result to plot this function. Find the slope of the curve at x=0.5 and comment on the result.
![Page 23: Douglas Quinney University of Keele](https://reader036.vdocuments.net/reader036/viewer/2022062322/568150f8550346895dbf1672/html5/thumbnails/23.jpg)
![Page 24: Douglas Quinney University of Keele](https://reader036.vdocuments.net/reader036/viewer/2022062322/568150f8550346895dbf1672/html5/thumbnails/24.jpg)
Therefore x=0.5 is a turning point of the function f(x).
![Page 25: Douglas Quinney University of Keele](https://reader036.vdocuments.net/reader036/viewer/2022062322/568150f8550346895dbf1672/html5/thumbnails/25.jpg)
f’(0.5)=0 curve has no gradient
![Page 26: Douglas Quinney University of Keele](https://reader036.vdocuments.net/reader036/viewer/2022062322/568150f8550346895dbf1672/html5/thumbnails/26.jpg)
Gradient=0 … does not exist
![Page 27: Douglas Quinney University of Keele](https://reader036.vdocuments.net/reader036/viewer/2022062322/568150f8550346895dbf1672/html5/thumbnails/27.jpg)
Simple experiment – Q2
2. Find two positive real numbers that have product 100 and minimum sum.
![Page 28: Douglas Quinney University of Keele](https://reader036.vdocuments.net/reader036/viewer/2022062322/568150f8550346895dbf1672/html5/thumbnails/28.jpg)
![Page 29: Douglas Quinney University of Keele](https://reader036.vdocuments.net/reader036/viewer/2022062322/568150f8550346895dbf1672/html5/thumbnails/29.jpg)
Simple experiment – Q3
3. Classify all the turning points of the function
where A, B and C are all positive.
![Page 30: Douglas Quinney University of Keele](https://reader036.vdocuments.net/reader036/viewer/2022062322/568150f8550346895dbf1672/html5/thumbnails/30.jpg)
Simple experiment – Q4
4. A cylindrical can has radius r and height h. If the can is to hold 250 cubic units and has minimum surface area, show that the height is twice the radius?
![Page 31: Douglas Quinney University of Keele](https://reader036.vdocuments.net/reader036/viewer/2022062322/568150f8550346895dbf1672/html5/thumbnails/31.jpg)
Simple experiment – Q55. The cost of keeping a car is the sum of insurance and running
costs. Daily insurance cost is inversely proportional to the age of the car. Daily running cost is the sum of a fixed cost, including tax, and a maintenance cost that is proportional to the age of the car. For what age of car is the total daily cost smallest?
![Page 32: Douglas Quinney University of Keele](https://reader036.vdocuments.net/reader036/viewer/2022062322/568150f8550346895dbf1672/html5/thumbnails/32.jpg)
Results
Q1 Q2 Q3 Q4 Q5 Total
Students 17.0 9.4 9.0 7.2 6.2 48.8
Q1 Q2 Q3 Q4 Q5 Total
Staff 18.9 16.1 18.1 14.0 10.1 77.3
SD 3.5 4.2 3.5 5.1 3.6
Q1 Q2 Q3 Q4 Q5 Total
BAMC 12.8 9.84 12.7 8.2 8.2 52
SD 3.4 3.5 3.1 3.5 3.6
![Page 33: Douglas Quinney University of Keele](https://reader036.vdocuments.net/reader036/viewer/2022062322/568150f8550346895dbf1672/html5/thumbnails/33.jpg)
1. At school /college we were encouraged to work in groups.
2. At school /college we were encouraged to discuss mathematical ideas. .
3. I had opportunities to discuss mathematics outside the classroom.
Student Attitude Survey
![Page 34: Douglas Quinney University of Keele](https://reader036.vdocuments.net/reader036/viewer/2022062322/568150f8550346895dbf1672/html5/thumbnails/34.jpg)
7. I found the questions easy
8. I was comfortable with the questions and the mathematics involved.
9. The level of the questions is appropriate for students starting a Mathematics Degree.
Student Attitude Survey
![Page 35: Douglas Quinney University of Keele](https://reader036.vdocuments.net/reader036/viewer/2022062322/568150f8550346895dbf1672/html5/thumbnails/35.jpg)
Results
Quinney D.A: MSOR Connections Vol 8 No 3 August – October 2008
![Page 36: Douglas Quinney University of Keele](https://reader036.vdocuments.net/reader036/viewer/2022062322/568150f8550346895dbf1672/html5/thumbnails/36.jpg)
Comparison by A level grade
Comparison by FM Grade
![Page 37: Douglas Quinney University of Keele](https://reader036.vdocuments.net/reader036/viewer/2022062322/568150f8550346895dbf1672/html5/thumbnails/37.jpg)
Comparison by A level board
![Page 38: Douglas Quinney University of Keele](https://reader036.vdocuments.net/reader036/viewer/2022062322/568150f8550346895dbf1672/html5/thumbnails/38.jpg)
![Page 39: Douglas Quinney University of Keele](https://reader036.vdocuments.net/reader036/viewer/2022062322/568150f8550346895dbf1672/html5/thumbnails/39.jpg)
![Page 40: Douglas Quinney University of Keele](https://reader036.vdocuments.net/reader036/viewer/2022062322/568150f8550346895dbf1672/html5/thumbnails/40.jpg)
Using formula from Q2
1
2
3
![Page 41: Douglas Quinney University of Keele](https://reader036.vdocuments.net/reader036/viewer/2022062322/568150f8550346895dbf1672/html5/thumbnails/41.jpg)
Principle of Blinded Reflectiveness
buffalo buffalo buffalo buffalo buffalo
Buffalo buffalo buffalo, buffalo Buffalo buffalo
![Page 42: Douglas Quinney University of Keele](https://reader036.vdocuments.net/reader036/viewer/2022062322/568150f8550346895dbf1672/html5/thumbnails/42.jpg)
![Page 43: Douglas Quinney University of Keele](https://reader036.vdocuments.net/reader036/viewer/2022062322/568150f8550346895dbf1672/html5/thumbnails/43.jpg)
MSOR Year 1 conclusions
1. Group activities
2. Conceptual sophistication.
![Page 44: Douglas Quinney University of Keele](https://reader036.vdocuments.net/reader036/viewer/2022062322/568150f8550346895dbf1672/html5/thumbnails/44.jpg)
MSOR Year 2 – Group Work
![Page 45: Douglas Quinney University of Keele](https://reader036.vdocuments.net/reader036/viewer/2022062322/568150f8550346895dbf1672/html5/thumbnails/45.jpg)
MSOR Year 2 – Conceptual
![Page 46: Douglas Quinney University of Keele](https://reader036.vdocuments.net/reader036/viewer/2022062322/568150f8550346895dbf1672/html5/thumbnails/46.jpg)
Conclusions – Good Practice
Practice & Rapid Feedback
Know your students
Group working
Discussion groups