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Thank Lindsey too! It has been a joint effort Sorry I am getting to this post way too late. We try to put everything we have up on the site, so what you see if what we have. I hope you are having a great year. Maybe I will see you in Hawaii this summer!
Should have half of them up today (November 11) and the other half up by Monday (November 12). Working hard to keep up.
Luke and Lindsey
Here is a response bias project that students can have some fun with:
We also do an end of year poster project that we will make a post about for sure in the future.
All of these applets were built specifically to go with the Statistics and Probability with Applications 3rd edition.
We found that with less homework problems, there was more authentic buy-in and completion of the assignments. When we gave more homework problems, students tended to copy from friends or the back of the book. It also helps that student see that problems are intentionally chosen to support their learning, rather than looking like busywork (#1-29 odd). Ultimately, we want students spending real time and thinking on the homework. We would rather have 15 minutes of good thinking than 45 minutes of copying.
Notice at the end of semester 1, days 83-90 are not used. At the end of semester 2, days 165-180 are not used. This saves 24 days. Also, our end of course project (days 152-158) could be skipped saving 7 days.
This will get you close. Then you will have to pick and choose lessons that can be left out. Lessons 2.4, 3.4 and 3.9 could be left out.
Hope this helps.
I totally agree with you on trying to keep the test at the same difficulty level for all students. I highly encourage any students that know they will be absent to take the test the following morning before school. I even send email reminders to each student absent on test day to try and get them in the next morning. Inevitably there are always students who miss and don’t get in the next morning to take it. I have them step out into the hallway to study for the 25 minutes when students are working on test corrections. I realize that other students could leak the multiple choice answers (I always have two versions) or reveal the context of the free response questions, but I see such value in students getting immediate feedback that I risk it.
I also have a very honest conversation with students very early in the year about cheating. The conversation starts with students filling out this Google survey: “Is this considered cheating“.