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#PointlessGrading revelation from the fall: to fit assessment into daily in-class quizzes, some exercises would be a coin flip for which variant of a learning outcome each student would get. By assessing asynchronously this fall, I could write problems that covered everything.Permalink On twitter.com
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For example: solving x''+4x'+4x=0 is very different than x''+4x'+5x=0, even though I lump both into my "homogeneous constant coefficient 2nd order ODE" outcome. For time I used to ask one at random; now I always ask one of each.Permalink On twitter.com
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On twitter.com