{"id":457,"date":"2011-09-16T13:32:59","date_gmt":"2011-09-16T01:32:59","guid":{"rendered":"https:\/\/blog.waikato.ac.nz\/physicsstop\/2011\/09\/16\/scratch_cards\/"},"modified":"2011-09-16T13:32:59","modified_gmt":"2011-09-16T01:32:59","slug":"scratch-cards","status":"publish","type":"post","link":"https:\/\/blog.waikato.ac.nz\/physicsstop\/2011\/09\/16\/scratch-cards\/","title":{"rendered":"Scratch Cards"},"content":{"rendered":"<p>Recently <a href=\"https:\/\/sci.waikato.ac.nz\/physicsstop\/2011\/08\/exams-that-you-can-talk-in.shtml\" target=\"_blank\">I mentioned the use of scratch-cards<\/a> to provide instant feedback for students.&nbsp; Yesterday, a colleague of mine tried it out on a class of 2nd year electronics students, and I sat in to watch.<\/p>\n<p>The most obvious impact was that students talked to each other. We were in a packed room, set-up linearly, so students didn&#8217;t face each other &#8211; not exactly conducive to conversation &#8211; but lots of talking happened. Students instructing students &#8211; that&#8217;s got to be a good thing.<\/p>\n<p>Interestingly, I noticed that students seemed to fall into two types &#8211; the first type was absolutely intent on getting the right answer first time &#8211; it didn&#8217;t matter how slowly they progressed &#8211; they wanted a card with no mistakes on it. The second type was happy to hazard an intelligent guess and scratch away when they didn&#8217;t know &#8211; and it didn&#8217;t bother them that they took four scratches to hit on the correct choice. Does this mean anything? I don&#8217;t know &#8211; it was just an unscientific bit of observation.<\/p>\n<p>I&#8217;ll give scratchies a go in one of my classes very soon.<\/p>\n","protected":false},"excerpt":{"rendered":"<p>Recently I mentioned the use of scratch-cards to provide instant feedback for students.&nbsp; Yesterday, a colleague of mine tried it out on a class of 2nd year electronics students, and I sat in to watch. The most obvious impact was that students talked to each other. We were in a packed room, set-up linearly, so [&hellip;]<\/p>\n","protected":false},"author":20,"featured_media":0,"comment_status":"open","ping_status":"open","sticky":false,"template":"","format":"standard","meta":{"footnotes":""},"categories":[1],"tags":[18],"yoast_head":"<!-- This site is optimized with the Yoast SEO plugin v22.5 - https:\/\/yoast.com\/wordpress\/plugins\/seo\/ -->\n<title>Scratch Cards : Physics Stop<\/title>\n<meta name=\"robots\" content=\"index, follow, max-snippet:-1, max-image-preview:large, max-video-preview:-1\" \/>\n<link rel=\"canonical\" href=\"https:\/\/blog.waikato.ac.nz\/physicsstop\/2011\/09\/16\/scratch-cards\/\" \/>\n<meta property=\"og:locale\" content=\"en_US\" \/>\n<meta property=\"og:type\" content=\"article\" \/>\n<meta property=\"og:title\" content=\"Scratch Cards : Physics Stop\" \/>\n<meta property=\"og:description\" content=\"Recently I mentioned the use of scratch-cards to provide instant feedback for students.&nbsp; Yesterday, a colleague of mine tried it out on a class of 2nd year electronics students, and I sat in to watch. 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