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------------------------------------------------------------
EQUALIZER INSTRUCTIONS 0/15
INDEX
------------------------------------------------------------
VIDEO REVIEW
Video Review (program description) 1
Lower to Higher Levels of Thinking 2
Higher Levels of Thinking 3
Valuing Scores and Levels of Thinking 4
------------------------------------------------------------
TEST WRITER
Creating and Entering Questions 5
Selecting and Editing Questions 6
Printing Cram Notes and Files 7
Formatting and Printing Tests 8
Selecting by Key Terms 9
Duplicate Checking 10
Directory and DOS 11
------------------------------------------------------------
CRITICAL READING WITH QUESTION FORMATION
Instructions 12
Step I: Label Listing (worksheet) 13
Step II: Questioning (worksheet) 14
Problem Instructions 15
------------------------------------------------------------
Video Review (at three levels of thinking) 1/15
Video Review presents questions that can be answered at
several levels of thinking. It starts at random guessing
from answer options. It ends with the student reporting key
terms to the computer without first having seen the answer
options (the answer options do not have to be memorized, as
key terms, or significant parts of key terms need be entered
as answers -- a minimum of five characters).
The program is designed to engage students at the three
levels of thinking identified under Enrollees within the
basic concept of Nine-Patch: Tourist, Pupil, and Student:
1. CRAM is a sequential presentation of questions in a
rational order. Items answered incorrectly are repeated.
They must be answered twice correctly to end the repetition.
The goal is to familiarize the tourist, to complete a review
of the assignment in a reasonable amount of time.
2. PRACTICE is a random presentation of questions. It
is a practice in recognizing questions as a sample of the
body of related questions. Items answered incorrectly are
repeated. The goal is to practice self-judgment, to pass
and get a correct answer rather than to guess randomly, to
experiment with different levels of thinking and their
relative value.
3. TEST is like practice except items answered
incorrectly are not repeated. Now is the time for the
student to report what is known or can be reasoned and to do
so at the highest level of thinking possible.
A progress trend line and a quantitative and
qualitative report can be viewed at any time. These are of
interest to students and are helpful diagnostics for
teachers. The progress trend line and report, developed by
one student, is representative of what is accomplished with
the TRAINER program on a class of 120 enrollees using paper
tests.
The video reports can also be printed to a file or to
an attached printer. The results can be used for grading.
Video review has two goals:
1. To help enrollees survive until they can progress
without its help.
2. To help transform enrollees from the concrete
follower level of thinking to the formal self-correcting
level of thinking needed to understand and do science (and
many other things) in high school and college.
Video Review: Lower to Higher Levels of Thinking 2/15
After reading the question, press the return key for
the multiple choice answers. You can then answer the
question in several ways:
PASS: press <RETURN> key
If you cannot recall or reason an answer, do not
randomly guess. Good judgment is to pass. An
acceptable answer will then appear. Consider why it
is a correct answer before continuing. You may need
to review class notes, do more reading, make more
observations, or try a different line of reasoning.
RIGHT: A - C
Marking the correct answer option is the traditional
way of taking multiple choice tests when you are forced
to answer even when you have no basis for an answer
(accepting failure). Here you enter an answer only if
you are confident it is right. You report what you
know or can reason (developing self-judgment).
Copy the answer
Many students prefer to copy the answer rather than
enter a single letter as above. This provides
more reading and writing experience.
WRONG: WA - WE
Practice educated guessing or using the scientific
method. Enter an answer you know or reason to be a
false answer. It will be erased. Continue until
only one answer remains, the true answer.
The above four ways of answering do not include
random quessing, the lowest level of thinking. They do
range from trying to pick the right answer to using the
scientific method to remove the false answers.
Falsifying answers is a powerful way to study
multiple choice questions. Rather than having one key
term related to one question stem, you will have several
key terms that can be the correct answers to several
questions. In high quality tests, wrong answers to one
question can be right answers to other questions.
Video Review: Higher Levels of Thinking 3/15
After reading the question, consider how you will
answer using the highest levels of thinking.
Press <RETURN> for answers
A high quality question stem provides many clues to
the answer. If this is not the case, press the
<RETURN> key for the multiple choice answers.
Enter (V)isual
This produces startling effects on first time users.
The question vanishes as the answers appear. You must
now read the question with sufficient understanding to
answer without referring back to the question. This is
very much like an oral examination. Practice
visualizing the question with this answering option.
Break the habit of word matching you have acquired from
paper tests.
Your (O)wn answer
Top students prefer to enter their own answers rather
than select from multiple choice options. Your own
answer needs to be short and unique. Something that is
a part of a right answer but not of a wrong answer.
The entry must be a minimum of five characters long or
the complete right answer if shorter.
The answer, biolo, will find biology and biological.
The answer, water AND hot, will find hot water but not
water alone. The answer, 1 OR one OR first, will find
a multiple choice option in three different ways. You
do not need to memorize the multiple choice options.
You do need to think of the classification into which
the answer will fall. Also alternative ways in which
the answer can be presented.
By selecting Visual or Own answer, you are using your
higher levels of thinking. You are also changing the
test style from multiple choice to short answer.
An *
The * sends you to a progress report. The information
is presented in graphs and in tables. You can print it
to the screen, to a printer, or to a file. A good use
is to print your progress three times during a real
test. After you have answered all items you:
1. are confident of answering correctly.
2. used educated guessing on.
3. answered by random guessing.
Valuing Scores and Levels of Thinking 4/15
The Old Progress Records file keeps general information
on all three modes: CRAM, PRACTICE, and TEST. Detailed
records are kept only on TEST in the EQANSWER.DAT file.
The level of responsibility for knowing when a correct
answer is entered (self-judgment) is set at 50% for CRAM and
PRACTICE. Students can elect three levels when taking a
test: Academic, 50%; Scholar, 70%; and Professional, 90%.
The level of 50% is operational at all levels of thinking.
The level of 90% may appear low when related to the
professional activities of nurses or pilots, however, few
tests contain a set of questions in which 90% perform well.
A standard test consists of 50 questions. If more
are in a file than 50, only 50 will be randomly selected.
The percent right is always correct. The score is valid
only with a set of 50 questions.
Scoring is +1 for correct, -1 for wrong, and no change
for passing. The ratio of pass to answering is given as the
ratio of learn to report.
Answer Style Level of Thinking Weighting
-----------------------------------------------------
Levels of Thinking
Answer Style ---------------------------
Tourist Pupil Student
-----------------------------------------------------
Own m/c bonus 1
Own(+) m/c 1
Visual m/c bonus .5
WgA(+) (1 to 4 times) .5
Own(+) short answer .5 .5
T/F(+) .5 .5
Correct term
reduced set or required 1
full set 1
Correct letter
reduced set or required 1
full set 1
Cpy(+) 1
WgA(-) from a reduced set 1
All other wrong answers 1
----------------------------------------------------
Bonus points are needed inducements for traditional
Pupils and Tourists to change habits. They are not needed
to maintain good learning and reporting habits.
On a scale of zero for Tourist to two for Student, any
score related to a level of thinking below one (Pupil) is of
little value. At 1.7 and above, the student is actively
reporting to the computer rather than passively selecting
from presented answers.
Task #1: Creating and Entering Questions 5/15
The easiest and the most difficult of the six tasks is
to create a question file. The easiest way is to copy from
old tests or old test banks. The most difficult way is to
create new questions. The original Test Writer was created
to help rapidily produce high quality questions from current
instructional materials. Eventually the method was recorded
as a guide for students (see Critical Reading with Question
Formation, page 13-16).
A QUESTION IS ENTERED IN PARTS. The minimum is the
question stem and one answer (short answer) and two answers
(multiple choice). There is space for two right and four
wrong answers. Each file is limited to 200 questions.
QUESTION FILE NAMES are limited to eight characters
plus a three character extension (BIOLOGY1.TXT). Some
thought should be given to how files are to be named. One
method is to use a separate disk for each course, and name
the files for text chapters or unit tests.
This TASK CAN BE INTERRUPTED at any point. On
returning, the old file can be picked up again or the new
questions can be appended to the old file. If the old file
is picked up, the first screen shows the last question in
the file. Questions in the file can be recalled by a FIND
FUNCTION.
The ERASE FUNCTION only marks a question for erasing.
It can be retrieved by the Find function: (F erase) will
display all items marked for erasing.
This task was specifially designed for COPYING OLD
QUESTIONS. It can be assigned to anyone with a minimum of
instruction (see Problem Instructions, page 16). When the
end of space is near, each additional character produces a
beep.
When CREATING QUESTIONS, the task allows one to enter
questions as they occur, in incomplete fragments, which can
be completed later. The next task, Pooling and Editing has
even greater flexibility for creating and proofing questions
after the initial file is created with this task.
Video Review can also be used to view questions as they
will appear for study on a computer, or when printed out on
paper. Video Review, however, does not permit editing of
the questions. Instead, make notes of needed changes, and
make them with this task or task #2, Pooling and Editing.
In general, the function to be repeated in a task is
assigned to the <RETURN> key. This increases productivity
once you have become familiar with the task.
Task #2: Selecting and Editing Questions 6/15
This is my favorite. Originally it was used to select
questions from several question (data) files into a pool.
Then several different versions were formated from the pool.
Task #2 displays the FULL QUESTION IN THE TOP HALF of
the screen and, with the DATA EDIT FUNCTION, the DATA FILE
IN THE LOWER HALF. In this way a problem that calculates a
different set of answers for each viewing, can be seen as a
finished question along with the codes that generate the
answers.
The DUPLICATE CHECK FUNCTION (between test files) was
added so teachers could check their current selections
against previous tests. In this way the current test can be
drawn from the same data files used for an earlier test, but
the current test will not have a question used in the
earlier test, unless you agree to use it. Duplicates within
the selected set of questions are also detected.
DUPLICATE QUESTIONS are any two questions that are more
than 5/8 identical. There are times you may want to keep
both questions even though they are quite similar.
Again the <RETURN> key is assigned to a repetitive
function: PASSING. Each tap of the key shows the next
question in the file. The SELECT FUNCTION places a question
into the new file of pooled questions. The REJECT FUNCTION
drops if from being viewed again. FIND, DATA FILE EDIT, and
CREATE function as in Task #1, Entering Questions.
When working with high quality question files, the
automatic feature saves much time. For example, a 50
question test pool can be drawn 10 question each from 5
files at random automatically in a few minutes. This test
then becomes a sub-sample of all of what could have been
asked, or put in other words, a sub-sample of what the
students were expected to know or be able to do (the formal
level of thinking).
When such a test is administered as a means for
students to report what they know or can reason, rather than
as a typical multiple guess test (the concrete and random
quessing levels of thinking), three levels of thinking can
be extracted with an appropriate scoring, item analysis, and
grading program (the TRAINER in this series). Also the
quality of the questions can be determined statistically if
more than 50 (ideally a 100 or more) answer sheets are
pooled.
Question quality can also be determined by inspection.
Are there two good acceptable answers? Do the wrong answers
include options commonly associated with the stem or that
are closely related? (See Critical Reading with Quesiton
Formation, page 13-16.)
Task #3: Print Cram Notes and Files 7/15
Most students and many faculty do not have their own
computers or even ready access to one. Printed data files
can be edited anywhere and at any time by faculty and
students. The DATA FILE PRINTOUT can be used at the formal
level of thinking as a study aid. For the concrete level of
thinking, select the CRAM NOTE function.
Save a tree! Both printouts use much less paper than
listing the actual data file. Also each question part is
labeled to match the prompts when editing.
Now that you are printing, you need to be aware of
current copyright LAWS and the ETHICS of proper citation.
Always cite the source on the Comments line of a question
file. This is not only proper, but keeps your records in
order.
Current COPYRIGHT LAW states that copyright exists as
the result of creation. Therefore making more than one copy
for personal study purposes requires permission from the
original author. If you have created the questions, you are
the original author.
If you are COPYING from a published test bank (teachers
can do this if they are using the text in their classes),
say so. If you are copying from an old test, cite the
teacher and the test: Mr. Jones, General Biology, Test 3.
These questions are for your own personal use, no sharing,
no duplicating.
Likewise, if you are CREATING your own questions, which
does not require permission to copy, again cite the related
study material. The related study material can be an old
test, a textbook, class notes, or from other reading or
observational assignments. These questions can be shared,
duplicated and sold, by your permission. For example, the
instructions for the Missouri Drivers Test. If you turn
this into a series of related questions in a rational order,
you have a product for distribution to your classmates. (See
Critical Reading with Question Formation, page 13-16.)
Task #4: Formatting and Printing Tests 8/15
This task transforms a data file into a text file for
printing out on paper. If the questions have been pooled,
all that remains to do is to name the file and select
automatic, and the number of items. In a few seconds, a
new test is created ready for printing.
However, many faculty members like to pick and edit
each question individually (concretely). This task can be
performed by drawing questions from one or more data files.
As each question is presented, it can be selected, rejected,
edited, or passed. If selected, the formatted question can
again be selected, rejected, edited or passed. Editing the
DATA base makes a permanent change, editing the formatted
item changes the question for the current test only.
The accumulating file of questions is automatically
checked for duplicates. You do not need to remember if you
have already selected a particular question or one very
similar. A record is kept of the number of questions
selected from each data file. As the program ends, you will
be asked to confirm if changes to the data base are to be
made permanent.
When finished selecting, the formated questions are
printed to a file followed by the answer key. This file can
be printed out as the test or picked up with a word
processor to add a heading and instructions.
Each time a question file is formatted into test
questions, the answers are randomized. Problem questions
generate new answer options. Each formatting produces a
different practice or real paper test.
One or both of the following should print the formatted
file (assuming the file is in drive A, and you replace
File.Nam with the name of your test file):
1. A> COPY File.Nam PRN:
2. A> TYPE File.Nam > PRN
The same question file can be picked up with Video
Review and practiced (or tested). Video Review graphs your
progress and indicates the quality and quantity of learning.
Task #5: Selecting by Key Terms 9/15
(or Guessing the next Test)
Faculty members can pick individual questions that are
related to concrete instructional goals or have the program
do it for them automatically. Students at the formal level
of thinking can second guess what the questions will be.
Students at the concrete level of thinking or below need
help.
Task #5 pools questions by searching assigned files by
key terms. The result is a set of questions (excluding
duplicates) that contains the key terms. This pooled set
can than be:
1. Printed as cram notes.
2. Formatted and printed as a real or a practice test.
3. Studied with Video Review at three levels of
thinking.
The search can be repeated with several key terms or
sets of key terms entered in a search string.
Examples:
1. food chain AND plant AND animal will find all
questions that contain all three terms as well as plurals,
and upper and lower case.
2. food chain OR produce AND consumer) will find all
questions that contain either food chain, or, producers and
consumers.
In summary, a search string is a series of AND and OR
terms. If the first example found no questions, a second
try might be just (food chain) or as in example two, food
chain OR a set of related terms: producer and consumer.
Concept or term mapping is now popular. These terms can
be entered in related sets to find questions that are good
examples of ones having a high probability of being on that
next unit test.
In fact if you study at the formal, problem-solving,
self-correcting, make sense as you go, level of thinking,
you will probably find these programs helpful only as an
alternate reinforcement for your usual study methods. That
is, you can visualize and describe each key term that is
used as a label in place of having to have the object or a
specific illustration or definition in view.
Task #6: Duplicate Checking 10/15
Task #6 is a quality control task. Two files are
compared for duplicate questions. Any pair that is more
than 56% alike are displayed. You can then choose to erase
the upper, the lower, or both, or keep both. Task #6 also
checks for duplicates within a file.
Quality control is a serious business. Anyone
creating a test bank is ethically obligated (responsible)
that it is error free. There are several kinds of errors:
1. a typographical error
2. an incorrect answer
3. an acceptable right answer that your teacher
considers wrong, or the reverse, an acceptable
wrong answer your teacher considers a right answer.
The above errors can produce serious problems when only
five students, seated side by side, all select the same
"wrong" answer on a unit test. This normally sends up the
cheating flag. Cheating is any falsification of
information.
Just how could all five select the same wrong answer?
Either they were cheating, copying during the test, or
several of the five, before the test, accepted without
questioning (the concrete or below level of thinking) the
work of the test bank author(s). Had they independently
verified the answers (formal level of thinking) the error
would probably have been found and corrected.
A way to avoid the above problem, is to work with your
teacher before a unit test. Your teacher can proofread
your data file and make constructive comments. Many
teachers even select a portion of the test questions from
questions student submit before the unit test.
Another way to avoid the above problem is to become a
formal, problem-solving, self-correcting, make sense as you
go, level of thinking student. This frees you from the need
to memorize material (non-sense) in a fixed format. You can
apply what you have learned to situations other than those
in which you have learned the material or skill.
Task #7: Directory and DOS 11/15
"Enter the first 1-3 letters of file name or
Enter *.* for full directory listing (1)
Enter *.*/w or short 5 column listing (2)
Enter DOS to use other DOS Commands), (3)
or press <RETURN> key to continue?"
This is the lost and found task. Task #7 is set to do
several things:
1. Automatically lists your directory or asks you to
do so if you enter a file name that cannot be
found.
2. Find files in a directory by the first one to
three letters when you cannot remember the name.
3. List the entire directory in five columns.
4. Enter DOS where you can use any DOS command.
In general, if you want to start over enter BYE. If
you are unclear of what to do next, press the <RETURN> key
or respond to one of the prompt functions.
- - - - - - - - - - - - - - - - - - - - - - - - - - - - - -
To really make progress, we need to have a clear idea
of what we are attempting. This is not always easy. In
institutionalized education the goal is the production of
responsible, productive citizens. These make up the fabric
of our society. That fabric is held together by individual
responsibility:
1. An administrator is responsible for creating an
environment in which students and faculty can work
productively.
2. A faculty member is responsible for creating an
environment in which students learn: facts, skills and self-
judgment.
3. A student is responsible for learning, which now
includes the transformation from the concrete follower level
of thinking (created in the lower grades) to the formal
self-correcting level of thinking needed to understand and
do science in high school and college. Fortunately, there
are students who survive the lower grades with their native
curiosity and rationality intact. They are also functional
readers who may find these programs helpful but not
necessary for their own learning. They may find the
programs a profitable means of sharing their understanding
of an assignment with others.
NINE-PATCH SOFTWARE 12/15
EQUALIZER
(A Textbook Supplement)
Critical Reading with Question Formation
Project contents: Instructions
Step I: Label listing
Step II: Questioning
Problem Instructions
-- INSTRUCTIONS --
STEP I: Label Listing (Preparing for a Mental Adventure)
A. Look at the reading assignment. List words and
phrases you feel are important for you to make sense of
the material. You do not need to know the meaning of
these words and phrases at this time.
B. Make a list of 10 or more words and phrases that are
important to you. (It makes Part II easier if you can
find 20 or more.)
STEP II: Questioning (Meaning Making with Relationships)
(and Label Descriptions)
C. Now return to the beginning of the assignment.
D. Read (aloud?) until you find one of your listed words or
phrases.
E. Complete a question (on paper blank or computer).
1. Question stem OR statement
2. right answer(s)
3. Wrong answer(s)
F. Continue D and E until the assigned number of questions
has been completed (or you need to return to B for more
words and phrases or you have completed the reading
assignment).
G. Turn in your report (completed assignment) with
1. This page on top
2. Step I: words and pharases list next
3. Step 2: question sheets in order (or computer disk)
13/15
Student(s)__________________________________________________
Teacher _____________________Class__________________________
Topic, text chapter, or pages ______________________________
Number of Questions ________ Time to be completed __________
Time assigned ______________ Time completed ________________
Step I: Label Listing
------------------------------------------------------------
Page Word or Question Numbers in which the
Number Phrase label is used in a Question,
(Label) Right or Wrong answer
------------------------------------------------------------
18 (example) north 1R, 2Q, 5W, 8W
------------------------------------------------------------
____________________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________
(Continue on additional blank sheets)
Step II: Questioning 14/15
Student(s) ___________________________ Question Number _____
A. Question (stem or statement or problem)
Examples: The top of a road map is the direction:
________ The direction ( ) is at the top of road maps. _
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|__________________________________________________________|
B. RIGHT answer
__ Example: north _______________________________________
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|__________________________________________________________|
C. RIGHT answer (alternate label or description, or skip)
__ Example: north terrestrial pole ______________________
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|__________________________________________________________|
D. WRONG answer (antonym, classification, description or
label related to right answer or label in question stem)
__ Example: south _______________________________________
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|__________________________________________________________|
E. WRONG answer (or skip)
__ Example: down ________________________________________
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|__________________________________________________________|
F. WRONG answer (or skip)
__ Example: left ________________________________________
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|__________________________________________________________|
G. WRONG answer (or skip)
__ Example: varies with the map company _________________
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|__________________________________________________________|
(Use blank sheets for questions following this question.)
NINE-PATCH SOFTWARE 15/15
EQUALIZER
Problem Instructions
Questions that require a numerical calculation can have
many different answers if question and answer codes are used
in the question. All values except one are held constant.
The variable value is given as a range. Each time the
question appears, the variable value is selected at random
and new answer options are presented. Example:
Q1 A wave with a frequency of 10 hertz is moving how fast
if the wavelength is **2-100 m?
R1 **10 m/s
R2
W1 */10 m/s
W2 /*10 m/s
W3 *+10 m/s
The question variable range code (**##-##) is **2-100.
Values from 2 through 100 will be selected at random and
then modified by each answer code. In the example, the
constant is 10 from 10 hertz. The constant can be derived
from more than one value in the question (as from a
formula).
Answer codes: ** variable * constant multiply
*/ variable / constant divide
/* constant / variable divide
*+ variable + constant add
*- variable - constant subtract
-* constant - variable subtract
(The problem and resulting question can be viewed together
with Selecting and Editing, Task #2, of the Test Writer.)
None-randomizing Answers
To make Test Writer and Video Review compatible with
traditional multiple choice questions furnished in test
banks, the following limitations have been made:
True and False True always prints before false
All of the above One or both options print last and
None of the above in this order
**L as first answer L is the location (A - E) of the
right answer in a fixed set of
non-randomizing answers