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BTS-Equalizer INSTRUCTIONS 0/15
INDEX
------------------------------------------------------------
REVIEW and TEST
Program description 1
Lower to Higher Levels of Thinking 2
Higher Levels of Thinking 3
Valuing Scores and Levels of Thinking 4
------------------------------------------------------------
CREATE and EDIT
Create and Enter Questions 5
Select and Edit Questions 6
Print Cram Notes and Files 7
Format and Print Tests 8
Directory and DOS 9
------------------------------------------------------------
CRITICAL READING WITH QUESTION FORMATION
Instructions 10
Step I: Label Listing (worksheet) 11
Step II: Questioning (worksheet) 12
Problem Instructions 13
------------------------------------------------------------
Review and Test (at three levels of thinking) 1/13
Questions are presented at several levels of thinking.
The lowest level is random guessing from answer options.
The highest level is reporting key terms to the computer
without first having seen the answer options. The answer
options do not have to be memorized. Only key terms, or
significant parts of key terms, need be entered as answers
(a minimum of five characters).
The program has three modes: Tourist cram, Pupils
practice, and Students test their understanding:
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.
A progress trend line can be viewed at any time. It
is followed by a quantity and quality report. Are you
making progress or just passing time? Are you ready for the
next test, assessment or report in class?
Your teacher will find the reports to be helpful
diagnostics. Your progress trend line and report are
representative of the reports printed by the TRAINER program
when scoring a class of 20 to 120 using paper tests.
The reports can be printed to a file or to an attached
printer. The results can be used for grading.
Review and Test has three goals:
1. To help you survive until you can question and
learn without its help.
2. To help you abandon the concrete follower level of
thinking and to discover the active self-correcting
level of thinking needed to understand and do
science (and many other things) in high school and
college.
3. To help build your confidence to the point you can
write a record of your questions as you make sense
of an assignment: an instructional question file.
Video Review: Lower to Higher Levels of Thinking 2/13
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 3/13
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 easy educated guessing on.
3. used hard educated guessing on.
(4. random guessed, if a forced-choice test.)
Valuing Scores and Levels of Thinking 4/13
The Old Progress Records file keeps general information
on all three modes: CRAM, PRACTICE, and TEST. The records
are kept 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 file of 50 or more 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 Student 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, you are actively reporting
to the computer rather than selecting from answers.
Task #1: Create and Enter Questions 5/13
The easiest and the most difficult of the five 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 program 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 10-13).
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 for 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 13). 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, Select and Edit, has
even greater flexibility for creating and proofing
questions after the initial file is created with this task.
Review and Test can also be used to view questions.
However, it does not permit editing questions. Instead,
make notes of changes, and make them with task #2,
Select and Edit.
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: Select and Edit Questions 6/13
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.
STUDENT: Create by writing question stems that
describe what you know or can do. Your
understanding. Add a key term or phrase
for a right answer. Add closely related
unacceptable terms for wrong answers.
TEACHER: As an assessment item, score with the above
rubric. For free- and forced-choice tests,
select and edit from student created
instructional question files.
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, Create and Enter 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 questions 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. It is a sub-sample of what you were expected to know
or be able to do. The score has predictive power at the
formal (higher) level of thinking.
When such a test is administered as a means for you to
report what you 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:
TRAINER. 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 10-13.)
Task #3: Print Cram Notes and Files 7/13
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 editing prompts.
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 Comment line when writing 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 10-13.)
Task #4: Format and Print Tests 8/13
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 data file, 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.
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, instructions and illustrations.
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 pooled data file can be picked up with Review and
Test and practiced (or tested). The program graphs your
progress and indicates the quality and quantity of learning.
Task #5: Directory and DOS 9/13
"Enter the first 1-3 letters of file name or
For full directory listing (1)
For short 5 column listing (2)
For DOS Commands, (3)
or press <RETURN> key to continue?"
This is the lost and found task. Task #5 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 DOS commands.
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 prompts.
- - - - - - - - - - - - - - - - - - - - - - - - - - - - - -
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. A responsible citizen requires all three.
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 survived the lower grades with their native
curiosity and rationality intact. There are also functional
readers who may find this program helpful but not necessary
for their own learning. These students may find the program
a profitable means of sharing their understanding of an
assignment with others.
NINE-PATCH SOFTWARE 10/13
BTS-Equalizer
(A Textbook and Course Supplement)
Critical Reading with Question Formation
Project pages: INSTRUCTIONS 1
STEP I: Label listing 2
STEP II: Questioning 3
Problem Instructions 4
-- INSTRUCTIONS --
STEP I: Label Listing (Preparing for a Mental Adventure)
A. Look at the 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 Step II easier if you can
find 20 or more, or make a complete list).
STEP II: Questioning (Meaning Making with Relationships)
(and Label Descriptions)
C. Now return to the beginning of the assignment.
D. Read until you find one of your important listed words
or phrases.
E. Complete a question (on a paper blank or the computer).
1. Question stem (A description in your words. What
you know or do, what makes sense.)
2. Right answer(s) (An important word or phrase. A
label for the above description.)
3. Wrong answer(s) (Word or phrase you associate with
the question or right answer.)
F. Continue D and E until the assigned number of questions
or the assignment has been completed. This is your
report of what in your judgment needs to be mastered to
understand or do the assignment.
G. The last step in writing an instructional question file
is editing:
1. The author edits to correct any spelling or other
grammatical errors. When writing in a group, each
member is responsible for questioning the report.
2. The reviewer (who did not write the report) edits
to add, remove, or change questions to match
his/her understanding and course requirements.
11/13
Student(s)__________________________________________________
Teacher _____________________Class__________________________
Topic, Pages, or Activity __________________________________
Number of Questions ________ Time to be completed __________
Time assigned ______________ Time completed ________________
STEP I: Label Listing
------------------------------------------------------------
Page Labels Notes & Comments
Number (Word or Phrase)
------------------------------------------------------------
18 north directions (example)
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____________________________________________________________
____________________________________________________________
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____________________________________________________________
____________________________________________________________
____________________________________________________________
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(Continue on additional blank sheets)
STEP II: Questioning 12/13
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, synonym or skip)
__ Example: north terrestrial pole ______________________
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|__________________________________________________________|
D. WRONG answer (antonym, classification, description or
label related to the right answer or to 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 13/13
BTS-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 Select and Edit, Task #2, of Create and Edit.)
Nonrandomizing 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
nonrandomizing answers
