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Can computer-marked final assessment improve retention?
Distance learning modules (particularly low-cost introductory and enrichment modules) may show poor retention compared to traditional campus courses. The perceived difficulty of exams and end-of-module assessments (EMA) appears to deter some students from submitting. In contrast, interactive computer-marked assignments (iCMA) are typically attempted by most students.
Can retention therefore be improved by changing the format of part of the final assessment to an iCMA?
Robotics and the meaning of life is a 10-point, 10-week general-interest Open University module. The assessment comprised a mid-module iCMA and a final written EMA. The iCMA (a Moodle quiz) provided detailed feedback only after the submission deadline. The EMA included short-answer questions, a programming question and an essay. The EMA was script-marked and feedback limited to overall score and performance profile provided well after the end of the course.
The intervention simply replaced the script-marked short-answer questions by a second iCMA covering the same content with similar questions. The programming and essay questions were retained unchanged as a written, script-marked EMA.
The hypothesis to be tested was that retention would increase: students would be more likely to submit the final iCMA, their confidence would increase, and they would be motivated to submit the written EMA.
Quantitative data were gathered for patterns of submission, course completion and pass rates for two presentations (124 and 220 students); data were also available for thirteen previous presentations (1814 students). Structured interviews were carried out to probe student preferences, confidence and engagement.
More students submitted the iCMA (86%) than the EMA (81%). Although they had the same deadline, 91% of students submitted the iCMA before the EMA. They submitted the iCMA well in advance of the deadline (median 4 days 15 hrs) but kept the EMA open as long as possible (median 18 hrs before deadline; 11% submitted in the final hour). These patterns strongly suggest that students were more confident with the iCMA than the EMA. Completion rates were the highest recorded: 88% and 89% compared to 79% for pre-intervention presentations. Overall pass rates were also improved (83% and 85% c.f. 76%). This can be ascribed to improved submission rates alone: the pass rate and mean scores among those who submit were unchanged giving confidence that the assessment difficulty was unaltered.
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Lesson 15: Exponential Growth and Decay (Section 041 slides)
Many problems in nature are expressible in terms of a certain differential equation that has a solution in terms of exponential functions. We look at the equation in general and some fun applications, including radioactivity, cooling, and interest.
Can computer-marked final assessment improve retention?
Distance learning modules (particularly low-cost introductory and enrichment modules) may show poor retention compared to traditional campus courses. The perceived difficulty of exams and end-of-module assessments (EMA) appears to deter some students from submitting. In contrast, interactive computer-marked assignments (iCMA) are typically attempted by most students.
Can retention therefore be improved by changing the format of part of the final assessment to an iCMA?
Robotics and the meaning of life is a 10-point, 10-week general-interest Open University module. The assessment comprised a mid-module iCMA and a final written EMA. The iCMA (a Moodle quiz) provided detailed feedback only after the submission deadline. The EMA included short-answer questions, a programming question and an essay. The EMA was script-marked and feedback limited to overall score and performance profile provided well after the end of the course.
The intervention simply replaced the script-marked short-answer questions by a second iCMA covering the same content with similar questions. The programming and essay questions were retained unchanged as a written, script-marked EMA.
The hypothesis to be tested was that retention would increase: students would be more likely to submit the final iCMA, their confidence would increase, and they would be motivated to submit the written EMA.
Quantitative data were gathered for patterns of submission, course completion and pass rates for two presentations (124 and 220 students); data were also available for thirteen previous presentations (1814 students). Structured interviews were carried out to probe student preferences, confidence and engagement.
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全套服务：昆士兰科技大学昆士兰科技大学毕业证offer真实回国人员证明 #真实教育部认证。让您回国发展信心十足#铸就十年品质！信誉！实体公司！可以视频看办公环境样板如需办理真实可查可以先到公司面谈勿轻信小中介黑作坊！
可以提供昆士兰科技大学钢印 #水印 #烫金 #激光防伪 #凹凸版 #最新版的毕业证 #百分之百让您绝对满意
印刷DHL快递毕业证 #成绩单7个工作日真实大使馆教育部认证1个月。为了达到高水准高效率
请您先以qq或微信的方式对我们的服务进行了解后如果有昆士兰科技大学昆士兰科技大学毕业证offer帮助再进行电话咨询。
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【业务选择办理准则】
一、工作未确定，回国需先给父母、亲戚朋友看下文凭的情况，办理一份就读学校的毕业证【q/微:1954292140】文凭即可
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留信网认证的作用:
1:该专业认证可证明留学生真实身份
2:同时对留学生所学专业登记给予评定
3:国家专业人才认证中心颁发入库证书
4:这个认证书并且可以归档倒地方
5:凡事获得留信网入网的信息将会逐步更新到个人身份内，将在公安局网内查询个人身份证信息后，同步读取人才网入库信息
6:个人职称评审加20分
7:个人信誉贷款加10分
8:在国家人才网主办的国家网络招聘大会中纳入资料，供国家高端企业选择人才
→ 【关于价格问题（保证一手价格）
我们所定的价格是非常合理的，而且我们现在做得单子大多数都是代理和回头客户介绍的所以一般现在有新的单子 我给客户的都是第一手的代理价格，因为我想坦诚对待大家 不想跟大家在价格方面浪费时间
对于老客户或者被老客户介绍过来的朋友，我们都会适当给一些优惠。
选择实体注册公司办理，更放心，更安全！我们的承诺：可来公司面谈，可签订合同，会陪同客户一起到教育部认证窗口递交认证材料，客户在教育部官方认证查询网站查询到认证通过结果后付款，不成功不收费！
一比一原版(DU毕业证)迪肯大学毕业证成绩单
DU毕业证【微信95270640】☀️原版仿制迪肯大学毕业证书扫描件本科学位证书【办证Q微信95270640】DU毕业证书扫描件原版仿制毕业成绩单，能完美还原海外各大学DUBachelor Diploma degree, Master Diploma（本科/硕士迪肯大学毕业证书、成绩单）DU大学Offer录取通知书、雅思成绩单、托福成绩单、雅思托福代考、语言证书、学生卡、高仿留服认证书等毕业/入学/在读材料。1:1完美还原海外各大学毕业材料上的迪肯大学毕业证书扫描件本科学位证书DU毕业证书扫描件原版仿制毕业成绩单工艺：水印，阴影底纹，钢印LOGO烫金烫银，LOGO烫金烫银复合重叠。文字图案浮雕，激光镭射，紫外荧光，温感，复印防伪。
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4迪肯大学毕业证成绩单电子版您确认信息无误之后安排制作成品；
5迪肯大学成品做好拍照或者视频给您确认；
6快递给客户（国内顺丰国外DHLUPS等快递邮寄迪肯大学迪肯大学本科毕业证成绩单）。去夏令营听课山娃很高兴夏令营就设在附近一所小学山娃发现那所小学比自己的学校更大更美操场上还铺有塑胶跑道呢里面很多小朋友一班一班的快快乐乐原来城里娃都藏这儿来了怪不得平时见不到他们山娃恍然大悟起来吹拉弹唱琴棋书画山娃都不懂却什么都想学山娃怨自己太笨什么都不会斟酌再三山娃终于选定了学美术当听说每月要交元时父亲犹豫了山娃也说爸算了吧咱学校一学期才交元呢买图画书回家咱自己练父亲摸着山娃的小平头擤了擤鼻子流
一比一原版(UniSA毕业证)南澳大学毕业证成绩单如何办理
UniSA毕业证【微信95270640】（南澳大学毕业证高仿学位证书((+《Q微信95270640》))）购买UniSA毕业证修改UniSA成绩单购买南澳大学毕业证办UniSA文凭办高仿毕业证南澳大学毕业证购买修改成绩单挂科退学如何进行学历认证留学退学办毕业证书/ 出国留学无法毕业买毕业证留学被劝退买毕业证（非正常毕业教育部认证咨询） University of South Australia
办国外南澳大学南澳大学毕业证假文凭教育部学历学位认证留信认证大使馆认证留学回国人员证明修改成绩单信封申请学校offer录取通知书在读证明offer letter。
快速办理高仿国外毕业证成绩单：
1南澳大学毕业证+成绩单+留学回国人员证明+教育部学历认证（全套留学回国必备证明材料给父母及亲朋好友一份完美交代）;
2雅思成绩单托福成绩单OFFER在读证明等留学相关材料（申请学校转学甚至是申请工签都可以用到）。
3.毕业证 #成绩单等全套材料从防伪到印刷从水印到钢印烫金高精仿度跟学校原版100%相同。
专业服务请勿犹豫联系我！联系人微信号：95270640诚招代理：本公司诚聘当地代理人员如果你有业余时间有兴趣就请联系我们。
国外南澳大学南澳大学毕业证假文凭办理过程：
1客户提供办理信息：姓名生日专业学位毕业时间等（如信息不确定可以咨询顾问：我们有专业老师帮你查询）；
2开始安排制作毕业证成绩单电子图；
3毕业证成绩单电子版做好以后发送给您确认；
4毕业证成绩单电子版您确认信息无误之后安排制作成品；
5成品做好拍照或者视频给您确认；
6快递给客户（国内顺丰国外DHLUPS等快读邮寄）。让我们的父母幸福快乐地度过一生挽着清风芒耀似金的骄阳如将之绽放的花蕾一般静静的从远方的山峦间缓缓升起这一片寂静的城市默默的等待着它的第一缕光芒将之唤醒那飘散在它前方的几层薄云像是新娘的婚纱一般为它的光芒添上了几分淡淡的浮晕在悄无声息间这熙和的阳光默默的照射在大地上像是母亲的手轻轻抚摸熟睡中的孩子般柔情似水五月的盛夏从这一缕柔情中揭开了第一抹的清香清晨本是繁华喧闹的街道此时只有稀薄的人群围着冒着层聋
Inter-Dimensional Girl Boards Segment (Act 3)
Storyboards from a segment of my thesis film: "Inter-Dimensional Girl!"
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