Douglas Quinney University of Keele

Diagnostics and Diagnosis

Douglas Quinney

University of Keele

A level results.

1992: 35% got A &B2007: 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• MAT10030 Fundamental Techniques - 5

credits

2010 4 module 15 credits• MAT10025 Math Methods -15 credits

2009 100 students

2010 180 students

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

WileyPlus.

WileyPlus.

WileyPlus.

WileyPlus.

WileyPlus.

WileyPlus.

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%

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

WileyPlus - Results.

• Greater engagement

• Better retention

• Reduced marking loads

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?”

WileyPlus - Who is it for?

–Administration?

–Academic leaders (Deans)?

–Academics?

–Students?

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?

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?

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.

Therefore x=0.5 is a turning point of the function f(x).

f’(0.5)=0 curve has no gradient

Gradient=0 … does not exist

Simple experiment – Q2

2. Find two positive real numbers that have product 100 and minimum sum.

Simple experiment – Q3

3. Classify all the turning points of the function

where A, B and C are all positive.

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?

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?

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

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

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

Results

Quinney D.A: MSOR Connections Vol 8 No 3 August – October 2008

Comparison by A level grade

Comparison by FM Grade

Comparison by A level board

Using formula from Q2

1

2

3

Principle of Blinded Reflectiveness

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Buffalo buffalo buffalo, buffalo Buffalo buffalo

MSOR Year 1 conclusions

1. Group activities

2. Conceptual sophistication.

MSOR Year 2 – Group Work

MSOR Year 2 – Conceptual

Conclusions – Good Practice

Practice & Rapid Feedback

Know your students

Group working

Discussion groups