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So for an Algebra example, students will learn to factor a quadratic and then solve for the solutions. So the solution to x 2 +4x +3 is to factor into (x+3) (x+1) and then solve to get x = -1, -3. BUT, if I say the solutions are x=4, -2 and to work backwards... they will say it's a trick question, even though it's testing the exact same ...
Advanced Learners like getting questions that are complicated but they need to be seen as fair. Learners need to feel that they weren't cheated of a mark. Terrible pedagogy. Trick questions increase confusion, cause mistrust between students/teachers, and distract students from proper thought processes.
It doesn't rely on "trickery". Math is about you learning to critically analyzing a problem and finding a logical solution to it - and you can't learn that if you just mindlessly plug numbers into the same formula over and over again. The questions need to challenge your critical way of thinking. 2. Award.
Jul 11, 2017 · First of all, the answer to any question of the type "why do professors ask questions [of some category X] on exams" would generally be "because they think that such questions are a good way to test students' knowledge and/or think that practicing solving such questions is a good way for their students to develop good skills and habits". Basically professors use exam questions as a way of ...
Nabnasset School is one of three PreK-2 schools located in Westford. As a member of the Westford Public Schools, we strive to develop an inclusive and equitable school community where every individual is welcomed, respected, valued, and supported. Making sure all students are held to high standards, where they have the opportunity to achieve at ...
National Assessment Banks, commonly referred to as NABs after the National Assessment Bank from which these assessments are selected by teachers, are internal assessments that used to form part of the Scottish Higher and Intermediate courses. These were assessed by a centre and are moderated by the Scottish Qualifications Authority.
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exploring whether there is some common view of what trick questions are and, if there is, defining their characteristics. The present study progressed through. three phases: Phase 1 attempted to elicit open-ended definitions of trick questions; Phase 2 attempted to elicit more precise ratings related to which.
