Blog Options
Teaching, Learning & Technology
Sharing best practices from faculty around the world who are using technology to transform teaching and learning.

Knowing What Your Students Don’t Know – How InkSurvey is Raising Student Achievement

jgvanides| July 20, 2012
Post a Comment

Knowing what your students are thinking and deciphering their misconceptions has always been the goal of formative assessment. Recent research published by the Colorado School of Mines shows how InkSurvey and “asking the right questions” is increasing student achievement in significant (and surprising) ways…



Figure1-page5.JPG

Read Blog Article
Labels: Colorado School of Mines| Education| education research| inksurvey| Research| student achievement| Tablet PC
Labels:
Search
turn on suggestions Auto-suggest helps you quickly narrow down your search results by suggesting possible matches as you type.
Auto-suggest helps you quickly narrow down your search results by suggesting possible matches as you type.
Follow Us
About the Author
  • Jim Vanides is a member of the HP Office of Global Social Innovation, responsible for worldwide education philanthropy strategy and programs. This includes the 2010 HP Catalyst Initiative (www.hp.com/go/hpcatalyst) and the 2009 HP Innovations in Education initiative, a $20M investment reaching schools, colleges, and universities in 26 countries. In addition to authoring the blog, “Teaching, Learning, and Technology in Higher Education” (www.hp.com/go/hied-blog) he is a contributing author on the K12 education blog, Guide to Digital Learning Environments (www.guide2digitallearning.com/blog). In his "spare" time, Jim teaches an online course for Montana State University on the Science of Sound (www.scienceteacher.org), a masters-level, conceptual physics course for teachers in grades 5 through 8. Jim’s past work at HP has included engineering design, engineering management, and program management in R&D, Manufacturing, and Business Development. He holds a BS in Engineering and a MA in Education, both from Stanford University.
Latest Comments
Labels