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Determining what our students need most: exploring student perceptions and comparing difficulty ratings of students and faculty

机译：确定学生最需要的内容：探索学生的看法并比较学生和教师的难度等级

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摘要

If the goal of teaching is to help students understand a subject, teaching cannot begin until student difficulties with a subject are understood. In order to create a guide for assessing student difficulties with chemistry material, students were asked to rate exam questions on three factors: problem difficulty, familiarity, and self-confidence. These surveys were then compared to difficulty ratings of the same questions as determined by chemistry professors. Students' ratings of problem difficulty, problem familiarity, and self-confidence correlated, as expected, with their success on exam problems. There was also some agreement between students and faculty on the difficulty of exam problems, though students were much more accurate of judging problem difficulty than were chemistry professors. Students were surveyed in two separate cohorts to test year-to-year reliability.
机译：如果教学的目的是帮助学生理解一门学科，那么只有在了解到学生对一门学科的困难之后才能开始教学。为了创建评估学生使用化学材料的难度的指南，要求学生根据三个因素对考试问题进行评分：问题难度，熟悉程度和自信心。然后将这些调查与化学教授确定的相同问题的难度等级进行比较。如预期的那样，学生对问题难度，问题熟悉程度和自信心的评分与他们在考试问题上的成功相关。尽管与化学教授相比，学生对问题难度的判断要准确得多，但学生和教师之间在考试问题的难度上也达成了一些共识。在两个不同的队列中对学生进行了调查，以测试其年度可靠性。

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