If the teacher actually assesses the students based on multiple-choice questions, short answers, or using problems that have a single correct numerical answer, students will use their previous strategies to do well in the course: they will memorize answers, repeat the teacher's statements, and memorize and apply "problem templates".
We are directed in our self-evaluations to "include numerical results from student opinion survey forms" ― the double whammy of quantitative and the ubiquitous student evaluations.
Ultimately, he said, he would like to move away from numerical measurements of student aptitude, and encourage a more "holistic" approach to evaluating candidates.
Thus, data from qualitative content analysis of the metacognitive reflections, as well as the comments logged on the surveys, aligned with quantitative results from the direct assessment of visual analytical skill and numerical survey of students' impressions, indicating that the project engaged students and nurtured deep thinking.
For comparison between genotypes and the variables with numerical distribution, T-student test was applied to normal data distribution or Mann–Whitney test to non-normal data distribution.
The qualitative content analysis, along with the numerical survey of students' impressions, not only supported that gains in analytical ability can be achieved through participation in the project, but also offered much information on the undergraduates' experience of the project, as elaborated subsequently.
Since no prequiz was administered to the 2008 students, only comments and not numerical results from these students were used in this report.
Most headteachers were opposed to the practice, feeling that it made little difference to how teaching was conducted, and were dyspeptic about the narrow, numerical methods of measuring student progress.
Are ratings of likelihood of future plans for graduate school and scientific careers derived from numerical items congruent with student responses on open-ended questions?
Our research questions focus on the meaning and reliability of "core indicators" used to track self-reported learning gains in four areas and the ability of numerical items to capture student aspirations for future plans to attend graduate school in the sciences.
They examined the association between Arabic numerals and the representation of magnitude by testing a Stroop-like numerical congruity effect in students with DD. Results showed that Arabic numerals do not always automatically activate their internal representation of magnitude even when attending to features that characterize magnitude (e.g. size).
