An experience using degrees of certitude
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This presentation is about a spreadsheet tool to help student learning. Five tests were organized in which students expressed their certitude to choose the right answer to MCQs. After the test results were given about number of correct and incorrect answers for each degree of certitude. With these data students analyzed, commented and regulate their performances.
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An experience using degrees of certitude
- 1. EARLI — SIG 16 Metacognition, 2nd Biennial Conference — Friday 21 July 2006 Excel spreadsheet to support veterinary student’s metacognition Jean-Loup Castaigne IFRES — LabSET University of Liege, Belgium
- 2. Liege, the Vet faculty Geographical situation Who am I? What teaching am I involved with? Reproduction of the cow and the mare 5th year out of 6 — students’ mean age of 24 390 students — 75% of girls — 10% of students with interest in cattle and horses. Jean-Loup Castaigne, EARLI-SIG Metacognition, Cambridge 2006 2
- 3. Excel spreadsheet to support veterinary student’s metacognition 3 Outline • Theoretical background • Presentation of the tool • Survey • Conclusions
- 4. “Regulative” metacognition Bernadette Noël (1991) Metacognitive judgment Metacognitive process: being aware Metacognitive decision: decide to or not to regulate Jean-Loup Castaigne, EARLI-SIG Metacognition, Cambridge 2006 4
- 5. Excel spreadsheet to support veterinary student’s metacognition Outline • Theoretical background • Presentation of the tool • Survey • Conclusions
- 6. Methodology (1 year) Jean-Loup Castaigne, EARLI-SIG Metacognition, Cambridge 2006 Teaching Study formative test 1 September Teaching Study formative test 2 December certification Study Teaching test 1 (January) formative test 2 February Study Oral exam (June) Teaching Study certification test 2 (March) from Edgar P. Jacobs 1956 - The Yellow "M" 6 ISBN 2-87097-010-2
- 7. Weight of each test Formative test #1 Formative test #2 Certification test #1 Formative test #3 Certification test #2 Final oral examination 100% Jean-Loup Castaigne, EARLI-SIG Metacognition, Cambridge 2006 7
- 8. Pay-off for MCQ “cognitive” score Correct Answer (CA): +1 Wrong Answer (WA): -0,5 No answer (NoA): -0,25 Freedom to use, or not to confidence marking for MCQ self-estimation for open questions Jean-Loup Castaigne, EARLI-SIG Metacognition, Cambridge 2006 8
- 9. Hypothesis If confidence marking does NOT influence the results of the test, students will be more sincere giving the confidence they associate with the chosen answer. Jean-Loup Castaigne, EARLI-SIG Metacognition, Cambridge 2006 9
- 10. Are the students sincere? Jean-Loup Castaigne, EARLI-SIG Metacognition, Cambridge 2006 10 Certitu de 0-25% 25-50 % 50-70 % 70-85 % 85-95 % 95-100 Référen % ce 12,5 % 37,5 % 60 % 77,5 % 90 % 98,5 % cochez 0 1 2 3 4 5 RC +13 +16 +17 +18 +19 +20 RI +4 +3 +2 +0 -6 -20
- 11. Survey (n=369) In certification tests including confidence marking, I choose maximum 60% and less if I doubt because for an incorrect answer with a confidence of 80% ou 100% penalize my score. Jean-Loup Castaigne, EARLI-SIG Metacognition, Cambridge 2006 11 Confi dence 0 % 20 % 40 % 60 % 80 % 100 % Thick 0 1 2 3 4 5 CA +13 +16 +17 +18 +19 +20 IA +4 +3 +2 +0 -6 -20
- 12. 5 metacognitive measures Help Global view of a# 5 tests Individual test with comments Jean-Loup Castaigne, EARLI-SIG Metacognition, Cambridge 2006 12
- 13. Computing and drawing Jean-Loup Castaigne, EARLI-SIG Metacognition, Cambridge 2006 13
- 14. Spectral distribution no answer Incorrect answers Confidence : from -100 to -0 Jean-Loup Castaigne, EARLI-SIG Metacognition, Cambridge 2006 Jans (1999) Correct answers Confidence : from 0 to +100 Number of answers 14
- 15. Spectral distribution Three types of knowledge situation misinformed uninformed informed Jean-Loup Castaigne, EARLI-SIG Metacognition, Cambridge 2006 15 Hunt (1993)
- 16. Spectral distribution uninformed no answer misinformed Confidence : from -100 to -0 Jean-Loup Castaigne, EARLI-SIG Metacognition, Cambridge 2006 Hunt (1993) Jans (1999) informed Confidence : from 0 to +100 Number of answers 16
- 17. Spectral distribution no answer misinformed Confidence : from -100 to -0 Jean-Loup Castaigne, EARLI-SIG Metacognition, Cambridge 2006 Hunt (1993) informed Confidence : from 0 to +100 Number of answers 17 uninformed Jans (1999) Dangerous Konwledge Usable Knowledge unusable knowledge
- 18. Four zones Unawareness Leclercq 2003 Usable knowledge answers of Number Confidence : from -100 to Confidence -0 : from 0 to +100 Jean-Loup Castaigne, EARLI-SIG Metacognition, Cambridge 2006 18 Mid knowledge Dangerous knowledge
- 19. Drawing of graphs Jean-Loup Castaigne, EARLI-SIG Metacognition, Cambridge 2006 19
- 20. Regarding all Realism graph MCQ for which you choose a confidence of 40% Jean-Loup Castaigne, EARLI-SIG Metacognition, Cambridge 2006 adapted "om Chosen confidence Leclercq & Gi$es 1995 Percentage of CA For those MCQ you’ve reached a score of 63% of correct answers You’ve succeeded more (63%) than you estimate (40%): thus in the class of 40% you underestimate your level 20
- 21. Comments: evaluated fields Cognitive field Metacognitive field Objective judgments & analysis Subjective judgments & analysis Jean-Loup Castaigne, EARLI-SIG Metacognition, Cambridge 2006 Metacognitive regulation 21
- 23. Excel spreadsheet to support veterinary student’s metacognition Outline • Theoretical background • Presentation of the tool • Survey • Conclusions
- 24. Cognition vs. Metacognition I’ve progressed in metacognition only because I progressed in knowledge in reproduction Jean-Loup Castaigne, EARLI-SIG Metacognition, Cambridge 2006 24
- 25. Regulation “product” Filling the spreadsheet pushed me to study more reproduction Jean-Loup Castaigne, EARLI-SIG Metacognition, Cambridge 2006 25
- 26. Regulation “process” Jean-Loup Castaigne, EARLI-SIG Metacognition, Cambridge 2006 26 Because of what I’ve learned filling the spreadsheet I’ve change my method of working
- 27. Because of what I’ve learned filling the spreadsheet I’ve changed the way I use confidence marking Jean-Loup Castaigne, EARLI-SIG Metacognition, Cambridge 2006 27 Regulation “process”
- 28. Excel spreadsheet to support veterinary student’s metacognition Outline • Theoretical background • Presentation of the tool • Survey • Conclusions
- 29. Conclusion “Regulative” metacognition Jean-Loup Castaigne, EARLI-SIG Metacognition, Cambridge 2006 29 Noël (1991) Products Processess pre per post pre per post Judgment ✔ Analysis ✔ ✔ Regulation ✔ ✔ ✔ ✔ ✔
- 30. Conclusion “ I’m not sure that this system helps us to understand better success or failure. It is very complex and it doesn’t matter commenting numbers or graphs, it’s always theoretical…” “I was really dubious regarding the efficiency of this system but my own progresses proves me that it was hugely profitable.” Jean-Loup Castaigne, EARLI-SIG Metacognition, Cambridge 2006 30
- 31. Thank you for your attention.
Hinweis der Redaktion
- The vet faculty is part of Liege university which laid south off Liege town, on a hill, in the middle of the woods. I have been graduated as a vet surgeon in 1993. In 1999 I’ve been offered a position in reproduction of large animals. The teaching happens in 5th out of 6 year of formation. 75 percent of student are girls. Only 10% pay some interest to cattle and horses.
- The vet faculty is part of Liege university which laid south off Liege town, on a hill, in the middle of the woods. I have been graduated as a vet surgeon in 1993. In 1999 I’ve been offered a position in reproduction of large animals. The teaching happens in 5th out of 6 year of formation. 75 percent of student are girls. Only 10% pay some interest to cattle and horses.
- The vet faculty is part of Liege university which laid south off Liege town, on a hill, in the middle of the woods. I have been graduated as a vet surgeon in 1993. In 1999 I’ve been offered a position in reproduction of large animals. The teaching happens in 5th out of 6 year of formation. 75 percent of student are girls. Only 10% pay some interest to cattle and horses.
- The vet faculty is part of Liege university which laid south off Liege town, on a hill, in the middle of the woods. I have been graduated as a vet surgeon in 1993. In 1999 I’ve been offered a position in reproduction of large animals. The teaching happens in 5th out of 6 year of formation. 75 percent of student are girls. Only 10% pay some interest to cattle and horses.
- My presentation will be divided in 4 parts, the main one being the presentation of the tool.
- My presentation will be divided in 4 parts, the main one being the presentation of the tool.
- My presentation will be divided in 4 parts, the main one being the presentation of the tool.
- My presentation will be divided in 4 parts, the main one being the presentation of the tool.
- Nowl 1991 workflow: to do all three in a row
- Nowl 1991 workflow: to do all three in a row
- Nowl 1991 workflow: to do all three in a row
- Nowl 1991 workflow: to do all three in a row
- Nowl 1991 workflow: to do all three in a row
- Confidence marking consists in asking to a student to add a Degree of Certainty (DC) to each answer to a test
- Confidence marking consists in asking to a student to add a Degree of Certainty (DC) to each answer to a test
- Confidence marking consists in asking to a student to add a Degree of Certainty (DC) to each answer to a test
- Confidence marking consists in asking to a student to add a Degree of Certainty (DC) to each answer to a test
- Confidence marking consists in asking to a student to add a Degree of Certainty (DC) to each answer to a test
- Confidence marking consists in asking to a student to add a Degree of Certainty (DC) to each answer to a test
- Confidence marking consists in asking to a student to add a Degree of Certainty (DC) to each answer to a test
- Confidence marking consists in asking to a student to add a Degree of Certainty (DC) to each answer to a test
- Confidence marking consists in asking to a student to add a Degree of Certainty (DC) to each answer to a test
- Confidence marking consists in asking to a student to add a Degree of Certainty (DC) to each answer to a test
- Confidence marking consists in asking to a student to add a Degree of Certainty (DC) to each answer to a test
- Confidence marking consists in asking to a student to add a Degree of Certainty (DC) to each answer to a test
- Confidence marking consists in asking to a student to add a Degree of Certainty (DC) to each answer to a test
- Confidence marking consists in asking to a student to add a Degree of Certainty (DC) to each answer to a test
- Confidence marking consists in asking to a student to add a Degree of Certainty (DC) to each answer to a test
- Confidence marking consists in asking to a student to add a Degree of Certainty (DC) to each answer to a test
- Confidence marking consists in asking to a student to add a Degree of Certainty (DC) to each answer to a test
- First course: test on the prerequisite, mainly physiology and anatomy. Formative test meaning that the score will not influence the final score of the student M stands for metacognition analysis and regulation. Judgment occurs during the test. Certification test means that the test -if taken- will influence the final score.
- First course: test on the prerequisite, mainly physiology and anatomy. Formative test meaning that the score will not influence the final score of the student M stands for metacognition analysis and regulation. Judgment occurs during the test. Certification test means that the test -if taken- will influence the final score.
- First course: test on the prerequisite, mainly physiology and anatomy. Formative test meaning that the score will not influence the final score of the student M stands for metacognition analysis and regulation. Judgment occurs during the test. Certification test means that the test -if taken- will influence the final score.
- First course: test on the prerequisite, mainly physiology and anatomy. Formative test meaning that the score will not influence the final score of the student M stands for metacognition analysis and regulation. Judgment occurs during the test. Certification test means that the test -if taken- will influence the final score.
- First course: test on the prerequisite, mainly physiology and anatomy. Formative test meaning that the score will not influence the final score of the student M stands for metacognition analysis and regulation. Judgment occurs during the test. Certification test means that the test -if taken- will influence the final score.
- First course: test on the prerequisite, mainly physiology and anatomy. Formative test meaning that the score will not influence the final score of the student M stands for metacognition analysis and regulation. Judgment occurs during the test. Certification test means that the test -if taken- will influence the final score.
- First course: test on the prerequisite, mainly physiology and anatomy. Formative test meaning that the score will not influence the final score of the student M stands for metacognition analysis and regulation. Judgment occurs during the test. Certification test means that the test -if taken- will influence the final score.
- First course: test on the prerequisite, mainly physiology and anatomy. Formative test meaning that the score will not influence the final score of the student M stands for metacognition analysis and regulation. Judgment occurs during the test. Certification test means that the test -if taken- will influence the final score.
- First course: test on the prerequisite, mainly physiology and anatomy. Formative test meaning that the score will not influence the final score of the student M stands for metacognition analysis and regulation. Judgment occurs during the test. Certification test means that the test -if taken- will influence the final score.
- First course: test on the prerequisite, mainly physiology and anatomy. Formative test meaning that the score will not influence the final score of the student M stands for metacognition analysis and regulation. Judgment occurs during the test. Certification test means that the test -if taken- will influence the final score.
- First course: test on the prerequisite, mainly physiology and anatomy. Formative test meaning that the score will not influence the final score of the student M stands for metacognition analysis and regulation. Judgment occurs during the test. Certification test means that the test -if taken- will influence the final score.
- First course: test on the prerequisite, mainly physiology and anatomy. Formative test meaning that the score will not influence the final score of the student M stands for metacognition analysis and regulation. Judgment occurs during the test. Certification test means that the test -if taken- will influence the final score.
- First course: test on the prerequisite, mainly physiology and anatomy. Formative test meaning that the score will not influence the final score of the student M stands for metacognition analysis and regulation. Judgment occurs during the test. Certification test means that the test -if taken- will influence the final score.
- First course: test on the prerequisite, mainly physiology and anatomy. Formative test meaning that the score will not influence the final score of the student M stands for metacognition analysis and regulation. Judgment occurs during the test. Certification test means that the test -if taken- will influence the final score.
- Students are free to take the certification tests or not to. If they do the score of the test will influence the final score by a weight of 15% for C1 and 35% for C2. The remaining percentage to reach 100% is devoted to the oral examination. Should a student succeed both certification test then he/she is allowed either to keep that score or to take the oral exam to make it better... or not the weight of the oral remaining 50% at least.
- Students are free to take the certification tests or not to. If they do the score of the test will influence the final score by a weight of 15% for C1 and 35% for C2. The remaining percentage to reach 100% is devoted to the oral examination. Should a student succeed both certification test then he/she is allowed either to keep that score or to take the oral exam to make it better... or not the weight of the oral remaining 50% at least.
- Students are free to take the certification tests or not to. If they do the score of the test will influence the final score by a weight of 15% for C1 and 35% for C2. The remaining percentage to reach 100% is devoted to the oral examination. Should a student succeed both certification test then he/she is allowed either to keep that score or to take the oral exam to make it better... or not the weight of the oral remaining 50% at least.
- Students are free to take the certification tests or not to. If they do the score of the test will influence the final score by a weight of 15% for C1 and 35% for C2. The remaining percentage to reach 100% is devoted to the oral examination. Should a student succeed both certification test then he/she is allowed either to keep that score or to take the oral exam to make it better... or not the weight of the oral remaining 50% at least.
- Students are free to take the certification tests or not to. If they do the score of the test will influence the final score by a weight of 15% for C1 and 35% for C2. The remaining percentage to reach 100% is devoted to the oral examination. Should a student succeed both certification test then he/she is allowed either to keep that score or to take the oral exam to make it better... or not the weight of the oral remaining 50% at least.
- Students are free to take the certification tests or not to. If they do the score of the test will influence the final score by a weight of 15% for C1 and 35% for C2. The remaining percentage to reach 100% is devoted to the oral examination. Should a student succeed both certification test then he/she is allowed either to keep that score or to take the oral exam to make it better... or not the weight of the oral remaining 50% at least.
- Not to answer when you don’t know in every day situation is recommended. Not to answer during an exam after teaching, notes, time for questions, training and so on has been given is a completely different situation
- Not to answer when you don’t know in every day situation is recommended. Not to answer during an exam after teaching, notes, time for questions, training and so on has been given is a completely different situation
- our hypothesis is It is based on 3 years of data collection using confidence marking and on a survey...
- and a survey in which we asked to our student the following question. We had 369 answers in which 42% of the student admit that they use the described strategy (maybe not all the time and maybe other strategies)
- and a survey in which we asked to our student the following question. We had 369 answers in which 42% of the student admit that they use the described strategy (maybe not all the time and maybe other strategies)
- and a survey in which we asked to our student the following question. We had 369 answers in which 42% of the student admit that they use the described strategy (maybe not all the time and maybe other strategies)
- This is the empty of results spreadsheet the student receives. This sheet shows the global view of all tests. Help is provided with 1. a small step by step user guide, 2. cells that must be filled contain what is expected in terms of contents, 3. values that are computed are explained for both how they are computed and how to analyze then, and 4. a specific sheet contains all information in text. Each of the 5 test has also its own sheet for the student to type their comments.
- This is the empty of results spreadsheet the student receives. This sheet shows the global view of all tests. Help is provided with 1. a small step by step user guide, 2. cells that must be filled contain what is expected in terms of contents, 3. values that are computed are explained for both how they are computed and how to analyze then, and 4. a specific sheet contains all information in text. Each of the 5 test has also its own sheet for the student to type their comments.
- This is the empty of results spreadsheet the student receives. This sheet shows the global view of all tests. Help is provided with 1. a small step by step user guide, 2. cells that must be filled contain what is expected in terms of contents, 3. values that are computed are explained for both how they are computed and how to analyze then, and 4. a specific sheet contains all information in text. Each of the 5 test has also its own sheet for the student to type their comments.
- This is the empty of results spreadsheet the student receives. This sheet shows the global view of all tests. Help is provided with 1. a small step by step user guide, 2. cells that must be filled contain what is expected in terms of contents, 3. values that are computed are explained for both how they are computed and how to analyze then, and 4. a specific sheet contains all information in text. Each of the 5 test has also its own sheet for the student to type their comments.
- This is the empty of results spreadsheet the student receives. This sheet shows the global view of all tests. Help is provided with 1. a small step by step user guide, 2. cells that must be filled contain what is expected in terms of contents, 3. values that are computed are explained for both how they are computed and how to analyze then, and 4. a specific sheet contains all information in text. Each of the 5 test has also its own sheet for the student to type their comments.
- This is the empty of results spreadsheet the student receives. This sheet shows the global view of all tests. Help is provided with 1. a small step by step user guide, 2. cells that must be filled contain what is expected in terms of contents, 3. values that are computed are explained for both how they are computed and how to analyze then, and 4. a specific sheet contains all information in text. Each of the 5 test has also its own sheet for the student to type their comments.
- This is the empty of results spreadsheet the student receives. This sheet shows the global view of all tests. Help is provided with 1. a small step by step user guide, 2. cells that must be filled contain what is expected in terms of contents, 3. values that are computed are explained for both how they are computed and how to analyze then, and 4. a specific sheet contains all information in text. Each of the 5 test has also its own sheet for the student to type their comments.
- This is the empty of results spreadsheet the student receives. This sheet shows the global view of all tests. Help is provided with 1. a small step by step user guide, 2. cells that must be filled contain what is expected in terms of contents, 3. values that are computed are explained for both how they are computed and how to analyze then, and 4. a specific sheet contains all information in text. Each of the 5 test has also its own sheet for the student to type their comments.
- This is the empty of results spreadsheet the student receives. This sheet shows the global view of all tests. Help is provided with 1. a small step by step user guide, 2. cells that must be filled contain what is expected in terms of contents, 3. values that are computed are explained for both how they are computed and how to analyze then, and 4. a specific sheet contains all information in text. Each of the 5 test has also its own sheet for the student to type their comments.
- This is the empty of results spreadsheet the student receives. This sheet shows the global view of all tests. Help is provided with 1. a small step by step user guide, 2. cells that must be filled contain what is expected in terms of contents, 3. values that are computed are explained for both how they are computed and how to analyze then, and 4. a specific sheet contains all information in text. Each of the 5 test has also its own sheet for the student to type their comments.
- The student pasts the results into the spredsheet that compute some cognitive and metacognitive performance indicators and draws 2 graphs the first one being...
- The student pasts the results into the spredsheet that compute some cognitive and metacognitive performance indicators and draws 2 graphs the first one being...
- The student pasts the results into the spredsheet that compute some cognitive and metacognitive performance indicators and draws 2 graphs the first one being...
- The student pasts the results into the spredsheet that compute some cognitive and metacognitive performance indicators and draws 2 graphs the first one being...
- The spectral distribution of answers. On the why axis numbers of answers are plotted. On the EX axis are plotted from left to right the incorrect answers with their associated confidence from 100% (written -100) down to zero. Then there is a bar for the number of question without answers. Finally the correct answers are plotted with their associated confidence from 0% up to 100%. How should the students interpret this graph? Jans has based her first idea based on a paper from...
- The spectral distribution of answers. On the why axis numbers of answers are plotted. On the EX axis are plotted from left to right the incorrect answers with their associated confidence from 100% (written -100) down to zero. Then there is a bar for the number of question without answers. Finally the correct answers are plotted with their associated confidence from 0% up to 100%. How should the students interpret this graph? Jans has based her first idea based on a paper from...
- The spectral distribution of answers. On the why axis numbers of answers are plotted. On the EX axis are plotted from left to right the incorrect answers with their associated confidence from 100% (written -100) down to zero. Then there is a bar for the number of question without answers. Finally the correct answers are plotted with their associated confidence from 0% up to 100%. How should the students interpret this graph? Jans has based her first idea based on a paper from...
- The spectral distribution of answers. On the why axis numbers of answers are plotted. On the EX axis are plotted from left to right the incorrect answers with their associated confidence from 100% (written -100) down to zero. Then there is a bar for the number of question without answers. Finally the correct answers are plotted with their associated confidence from 0% up to 100%. How should the students interpret this graph? Jans has based her first idea based on a paper from...
- The spectral distribution of answers. On the why axis numbers of answers are plotted. On the EX axis are plotted from left to right the incorrect answers with their associated confidence from 100% (written -100) down to zero. Then there is a bar for the number of question without answers. Finally the correct answers are plotted with their associated confidence from 0% up to 100%. How should the students interpret this graph? Jans has based her first idea based on a paper from...
- The spectral distribution of answers. On the why axis numbers of answers are plotted. On the EX axis are plotted from left to right the incorrect answers with their associated confidence from 100% (written -100) down to zero. Then there is a bar for the number of question without answers. Finally the correct answers are plotted with their associated confidence from 0% up to 100%. How should the students interpret this graph? Jans has based her first idea based on a paper from...
- The spectral distribution of answers. On the why axis numbers of answers are plotted. On the EX axis are plotted from left to right the incorrect answers with their associated confidence from 100% (written -100) down to zero. Then there is a bar for the number of question without answers. Finally the correct answers are plotted with their associated confidence from 0% up to 100%. How should the students interpret this graph? Jans has based her first idea based on a paper from...
- The spectral distribution of answers. On the why axis numbers of answers are plotted. On the EX axis are plotted from left to right the incorrect answers with their associated confidence from 100% (written -100) down to zero. Then there is a bar for the number of question without answers. Finally the correct answers are plotted with their associated confidence from 0% up to 100%. How should the students interpret this graph? Jans has based her first idea based on a paper from...
- Darwin Hunt (1993) suggested to distinguish between three types of knowledge situations in which a person can be in relation to a piece of content : “misinformed, uninformed, informed”.
- Darwin Hunt (1993) suggested to distinguish between three types of knowledge situations in which a person can be in relation to a piece of content : “misinformed, uninformed, informed”.
- Darwin Hunt (1993) suggested to distinguish between three types of knowledge situations in which a person can be in relation to a piece of content : “misinformed, uninformed, informed”.
- Darwin Hunt (1993) suggested to distinguish between three types of knowledge situations in which a person can be in relation to a piece of content : “misinformed, uninformed, informed”.
- Based on Hunt (1993) suggestion Jans adapted the spectral distribution She also changed the namer of the 3 types of knowledge to allow students to understand in an easier way into...
- Based on Hunt (1993) suggestion Jans adapted the spectral distribution She also changed the namer of the 3 types of knowledge to allow students to understand in an easier way into...
- Based on Hunt (1993) suggestion Jans adapted the spectral distribution She also changed the namer of the 3 types of knowledge to allow students to understand in an easier way into...
- Based on Hunt (1993) suggestion Jans adapted the spectral distribution She also changed the namer of the 3 types of knowledge to allow students to understand in an easier way into...
- Based on Hunt (1993) suggestion Jans adapted the spectral distribution She also changed the namer of the 3 types of knowledge to allow students to understand in an easier way into...
- Based on Hunt (1993) suggestion Jans adapted the spectral distribution She also changed the namer of the 3 types of knowledge to allow students to understand in an easier way into...
- 3 types. This was ok but we thaught that the zone from -50 to +50 was really wide and so we used what Leclercq...
- 3 types. This was ok but we thaught that the zone from -50 to +50 was really wide and so we used what Leclercq...
- 3 types. This was ok but we thaught that the zone from -50 to +50 was really wide and so we used what Leclercq...
- define, keeping the two extreme zone but adding unawarness where knowledge progress are needed and mid-knowledge where the answers are right but progress in metacognitive judgment are needed.
- define, keeping the two extreme zone but adding unawarness where knowledge progress are needed and mid-knowledge where the answers are right but progress in metacognitive judgment are needed.
- define, keeping the two extreme zone but adding unawarness where knowledge progress are needed and mid-knowledge where the answers are right but progress in metacognitive judgment are needed.
- define, keeping the two extreme zone but adding unawarness where knowledge progress are needed and mid-knowledge where the answers are right but progress in metacognitive judgment are needed.
- define, keeping the two extreme zone but adding unawarness where knowledge progress are needed and mid-knowledge where the answers are right but progress in metacognitive judgment are needed.
- define, keeping the two extreme zone but adding unawarness where knowledge progress are needed and mid-knowledge where the answers are right but progress in metacognitive judgment are needed.
- define, keeping the two extreme zone but adding unawarness where knowledge progress are needed and mid-knowledge where the answers are right but progress in metacognitive judgment are needed.
- define, keeping the two extreme zone but adding unawarness where knowledge progress are needed and mid-knowledge where the answers are right but progress in metacognitive judgment are needed.
- define, keeping the two extreme zone but adding unawarness where knowledge progress are needed and mid-knowledge where the answers are right but progress in metacognitive judgment are needed.
- We also asked our student to comment a second graph
- the distance between the ideal realism line and the reached score in the 40% class
- the distance between the ideal realism line and the reached score in the 40% class
- the distance between the ideal realism line and the reached score in the 40% class