{"id":6014,"date":"2021-09-07T23:36:57","date_gmt":"2021-09-07T23:36:57","guid":{"rendered":"https:\/\/courses.lumenlearning.com\/wm-collegesuccess-2\/?post_type=chapter&p=6014"},"modified":"2021-10-13T20:11:06","modified_gmt":"2021-10-13T20:11:06","slug":"module-9-discussion-mistakes-and-testing","status":"web-only","type":"chapter","link":"https:\/\/courses.lumenlearning.com\/wm-collegesuccess-2\/chapter\/module-9-discussion-mistakes-and-testing\/","title":{"raw":"Module 9 Discussion: Mistakes and Testing","rendered":"Module 9 Discussion: Mistakes and Testing"},"content":{"raw":"Instead of seeing mistakes as failures, mistakes can be seen as necessary for true learning to occur.\u00a0 Consider domains other than academics, such a learning a sport or learning a game.\u00a0 When you are learning how to hit a golf ball or play euchre or climb a rock wall or run an offense in soccer or football mistakes are often crucial to learning how to do it correctly.\u00a0 Why should it be any different in academics?\r\n\r\nQuestion 1:<\/strong> Instead of thinking about mistakes as failures, how might our approach to a course change if we thought of mistakes a necessary for learning? Might we be less upset at making mistakes?\u00a0 Might we focus on why we made the mistake and how we can correct it? \u00a0What do you think and why?\r\n\r\nConsider this: if you never made any mistakes on the path to learning, then have you really learned anything new at all?\r\n\r\nQuestion 2:<\/strong> What do you think? Are mistakes necessary to truly learn something new? Why or why not?\r\n\r\nFinally, as regards testing, the goal should be to make mistakes early on\u2014before you are taking the exam.\u00a0 That way when it comes to taking the exam, you\u2019ve already made all of the mistakes (and learned from them) so that when it comes to exam, it is less likely that you will make any.\u00a0 If this is true, then making mistakes before we actually get to the exam should be, in part, one\u2019s goal<\/em> in a course.\u00a0\u00a0 This might sound strange: my goal in a course should actually be to make mistakes <\/em>or to get answers incorrect<\/em>?\r\n\r\nQuestion 3:<\/strong> What kinds of things would you need to do in order to make more mistakes before<\/em> you get to the exam in a course?\r\n

Directions<\/h2>\r\nPlease develop a post of at least 250 words answering questions 1, 2, and 3.\r\n

Rubric<\/h3>\r\n\r\n\r\n\r\n\r\n\r\n
Grading Rubric<\/caption>\r\n
Criteria<\/th>\r\nMeets Requirements<\/th>\r\nNeeds Improvements<\/th>\r\nDoes Not Meet Requirements<\/th>\r\nPoints<\/th>\r\n<\/tr>\r\n
Discussion Participation<\/td>\r\nStudent participated in discussion at least three times and their contributions were thoughtful, creative, and analyzed the content or the question asked.<\/td>\r\nStudent participated in the discussion two or fewer times and\/or their responses were not as thoughtful or creative as they could be and\/or the analysis of the content and\/or question asked was lacking.<\/td>\r\nStudent did not participate in the discussion and\/or was not on topic with their responses.<\/td>\r\n_\/4<\/td>\r\n<\/tr>\r\n
Supporting Claims<\/td>\r\nSubmission includes accurate claims, reasoning that backs up the claims made, and examples to illustrate the student's points.<\/td>\r\nSubmission includes accurate claims but reasoning is not as clear as it could be and\/or no examples are used.<\/td>\r\nSubmission includes claims that are not accurate and\/or not supported by analysis and\/or no examples are used.<\/td>\r\n_\/4<\/td>\r\n<\/tr>\r\n
Creativity<\/td>\r\nSubmission extends discussions already taking place or poses new possibilities or opinions not previously voices.<\/td>\r\nSubmission does not extend discussions or points that are already in play in the discussion.<\/td>\r\nSubmission does not extend discussions or points that are already in play in the discussion and submission shows little effort to participate in learning community as it develops.<\/td>\r\n_\/2<\/td>\r\n<\/tr>\r\n<\/tbody>\r\n<\/table>","rendered":"

Instead of seeing mistakes as failures, mistakes can be seen as necessary for true learning to occur.\u00a0 Consider domains other than academics, such a learning a sport or learning a game.\u00a0 When you are learning how to hit a golf ball or play euchre or climb a rock wall or run an offense in soccer or football mistakes are often crucial to learning how to do it correctly.\u00a0 Why should it be any different in academics?<\/p>\n

Question 1:<\/strong> Instead of thinking about mistakes as failures, how might our approach to a course change if we thought of mistakes a necessary for learning? Might we be less upset at making mistakes?\u00a0 Might we focus on why we made the mistake and how we can correct it? \u00a0What do you think and why?<\/p>\n

Consider this: if you never made any mistakes on the path to learning, then have you really learned anything new at all?<\/p>\n

Question 2:<\/strong> What do you think? Are mistakes necessary to truly learn something new? Why or why not?<\/p>\n

Finally, as regards testing, the goal should be to make mistakes early on\u2014before you are taking the exam.\u00a0 That way when it comes to taking the exam, you\u2019ve already made all of the mistakes (and learned from them) so that when it comes to exam, it is less likely that you will make any.\u00a0 If this is true, then making mistakes before we actually get to the exam should be, in part, one\u2019s goal<\/em> in a course.\u00a0\u00a0 This might sound strange: my goal in a course should actually be to make mistakes <\/em>or to get answers incorrect<\/em>?<\/p>\n

Question 3:<\/strong> What kinds of things would you need to do in order to make more mistakes before<\/em> you get to the exam in a course?<\/p>\n

Directions<\/h2>\n

Please develop a post of at least 250 words answering questions 1, 2, and 3.<\/p>\n

Rubric<\/h3>\n\n\n\n\n\n\n
Grading Rubric<\/caption>\n
Criteria<\/th>\nMeets Requirements<\/th>\nNeeds Improvements<\/th>\nDoes Not Meet Requirements<\/th>\nPoints<\/th>\n<\/tr>\n
Discussion Participation<\/td>\nStudent participated in discussion at least three times and their contributions were thoughtful, creative, and analyzed the content or the question asked.<\/td>\nStudent participated in the discussion two or fewer times and\/or their responses were not as thoughtful or creative as they could be and\/or the analysis of the content and\/or question asked was lacking.<\/td>\nStudent did not participate in the discussion and\/or was not on topic with their responses.<\/td>\n_\/4<\/td>\n<\/tr>\n
Supporting Claims<\/td>\nSubmission includes accurate claims, reasoning that backs up the claims made, and examples to illustrate the student’s points.<\/td>\nSubmission includes accurate claims but reasoning is not as clear as it could be and\/or no examples are used.<\/td>\nSubmission includes claims that are not accurate and\/or not supported by analysis and\/or no examples are used.<\/td>\n_\/4<\/td>\n<\/tr>\n
Creativity<\/td>\nSubmission extends discussions already taking place or poses new possibilities or opinions not previously voices.<\/td>\nSubmission does not extend discussions or points that are already in play in the discussion.<\/td>\nSubmission does not extend discussions or points that are already in play in the discussion and submission shows little effort to participate in learning community as it develops.<\/td>\n_\/2<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n\n\t\t\t
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Candela Citations<\/h3>\n\t\t\t\t\t
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