Impact of question structure on student's performance.

In summary, the study discussed in the conversation found that providing scaffolding, or step-by-step guidance, for students during quizzes and midterms can be beneficial. However, for final exams where students must demonstrate their understanding without assistance, it is better to remove the scaffolding. The conclusion of the study was not unexpected, as scaffolding can be seen as similar to hand-holding without an instructor present. Additionally, the conversation also includes a note of appreciation for removing an auto-bump feature.
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ZapperZ
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This EJP paper is open access, so you should be able to read it.

The conclusion isn't unexpected, because having a "scaffolding" to guide a student through a problem is almost like hand-holding without an instructor being there. I've used this type of questions during quizzes and maybe even midterm. But for the finals, where the students must demonstrate a command of the material to get good scores or grades, I drop the scaffolding.

Zz.
 
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It is an interesting study, but I agree that the result is not surprising. The intermediate steps are often similar to the homework help here, and as we can see this helps a lot.
 
  • #3
Thanks for removing Greg's auto-bump. :)

Zz.
 

Related to Impact of question structure on student's performance.

1. How does the structure of a question impact a student's performance?

The structure of a question can greatly influence a student's performance. If a question is poorly constructed or confusing, it can lead to a student misunderstanding the question and providing an incorrect answer. On the other hand, a well-structured question can help a student better understand the material and provide a more accurate response.

2. What are some examples of effective question structures?

An effective question structure should be clear, concise, and focused on a specific topic. It should also avoid using complex or ambiguous language. Some examples of effective question structures include multiple-choice questions, true or false questions, and short answer questions with specific prompts or criteria.

3. How can a teacher improve the question structure in their assessments?

To improve the question structure in assessments, teachers should carefully review and revise their questions before administering them to students. They should also consider using different types of questions and providing clear instructions and prompts to guide students in their responses. Seeking feedback from colleagues or professional development opportunities can also help teachers improve their question structure.

4. Is there a correlation between question structure and student engagement?

Yes, there is a correlation between question structure and student engagement. A well-structured question can pique a student's interest and motivate them to think critically and engage with the material. On the other hand, a poorly constructed question can lead to disinterest and disengagement from the subject.

5. Can the structure of a question impact a student's ability to retain information?

Yes, the structure of a question can impact a student's ability to retain information. If a question is structured in a way that requires a student to think deeply and make connections, it can aid in their retention of the material. On the other hand, a question that is too broad or vague may not help a student retain information as effectively.

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