← 研踪 PaperTrailarXiv:2611.02590 · v1
From Source-Based Quizzes to Reteaching Decisions: A Practitioner Guide to ClassQuest
首次提交 2026-11-02 14:16
版本更新 2026-11-02 14:16
雷达观测 2026-11-04 23:42
摘要
A source-based quiz can help a computing teacher identify material to explain again, but its report must preserve the limits of the evidence behind that decision. We present ClassQuest, a prototype connecting teacher-reviewed question drafts, private student responses, topic reports and targeted retries. A Year 10 classroom account of an earlier prototype supplies 20 usefulness ratings from 24 invitees, with a mean of 8.0 and median of 9 on a ten-point scale. A Boolean-logic episode documents how immediate feedback, a teacher explanation and a fresh question were combined. We separate this account from a completed technical audit and reusable teaching guide. An exhaustive single-item audit found no count mismatches across 5,456 constructed response configurations, while diagnostic cases exposed a retry increase caused entirely by changing participation and a progression suggestion based on one learner's three answers. A further case shows that an unoffered retry can be labelled missing. A separate reporting companion distinguishes opportunity to respond, pending review and matched retry cohorts. Its completion-sensitivity check matched an independent oracle in 46,375 constructed states across roster sizes 1-30, identifying when unknown responses can change a reporting band. Our contributions are a source-linked formative workflow, executable examples of interpretation failures, and reporting and teaching materials for examining those failures. Neither the questionnaire nor the audit establishes improved learning; the findings identify reporting requirements and practical directions for formative teaching.
作者备注：8 pages. Author preprint; submitted to ACE 2027, decision pending
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v1 · 2026-11-02 14:16 · 最新观测版本
From Source-Based Quizzes to Reteaching Decisions: A Practitioner Guide to ClassQuest
A source-based quiz can help a computing teacher identify material to explain again, but its report must preserve the limits of the evidence behind that decision. We present ClassQuest, a prototype connecting teacher-reviewed question drafts, private student responses, topic reports and targeted retries. A Year 10 classroom account of an earlier prototype supplies 20 usefulness ratings from 24 invitees, with a mean of 8.0 and median of 9 on a ten-point scale. A Boolean-logic episode documents how immediate feedback, a teacher explanation and a fresh question were combined. We separate this account from a completed technical audit and reusable teaching guide. An exhaustive single-item audit found no count mismatches across 5,456 constructed response configurations, while diagnostic cases exposed a retry increase caused entirely by changing participation and a progression suggestion based on one learner's three answers. A further case shows that an unoffered retry can be labelled missing. A separate reporting companion distinguishes opportunity to respond, pending review and matched retry cohorts. Its completion-sensitivity check matched an independent oracle in 46,375 constructed states across roster sizes 1-30, identifying when unknown responses can change a reporting band. Our contributions are a source-linked formative workflow, executable examples of interpretation failures, and reporting and teaching materials for examining those failures. Neither the questionnaire nor the audit establishes improved learning; the findings identify reporting requirements and practical directions for formative teaching.
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