Loading _episodes/01-design.md +1 −6 Original line number Diff line number Diff line Loading @@ -72,9 +72,7 @@ In practice, the process often looks more like this: 3. Write a one- or two-line description of the formative assessments building up to those summative assessments. These should be paced at roughly 15-minute intervals, i.e., four per hour. These should be used ideally every 5 minutes and at least every 10-15 minutes. 4. Get early feedback from peers, particularly on how realistic the time estimates are. Loading Loading @@ -104,9 +102,6 @@ then formative assessments should take no more than 5 minutes. This means that formative assessments should be: * multiple choice questions, * Parsons Problems (in which the learner is given the parts of the solution in scrambled order and has to put them in the right order), * debugging exercises (in which the learner is given a few lines of code that do the wrong thing and asked to find and fix the bug), or Loading Loading
_episodes/01-design.md +1 −6 Original line number Diff line number Diff line Loading @@ -72,9 +72,7 @@ In practice, the process often looks more like this: 3. Write a one- or two-line description of the formative assessments building up to those summative assessments. These should be paced at roughly 15-minute intervals, i.e., four per hour. These should be used ideally every 5 minutes and at least every 10-15 minutes. 4. Get early feedback from peers, particularly on how realistic the time estimates are. Loading Loading @@ -104,9 +102,6 @@ then formative assessments should take no more than 5 minutes. This means that formative assessments should be: * multiple choice questions, * Parsons Problems (in which the learner is given the parts of the solution in scrambled order and has to put them in the right order), * debugging exercises (in which the learner is given a few lines of code that do the wrong thing and asked to find and fix the bug), or Loading
