That’s Incorrect and Let Me Tell You Why: A Scalable Assessment to Evaluate Higher Order Thinking Skills
Published Online:1 Sep 2023https://doi.org/10.1287/ited.2023.0020
References
- (2022) From mistakes, we learn? Mathematics teachers’ epistemological and positional framing of mistakes. J. Math. Teacher Ed. 1–26.Google Scholar
- (2001) A Taxonomy for Learning, Teaching, and Assessing: A Revision of Bloom’s Taxonomy of Educational Objectives (Addison Wesley Longman, Inc., New York).Google Scholar
- (2013) How to leverage the potential of mathematical errors. Teaching Children Math. 19(7):424–431.Crossref, Google Scholar
- (2019) Engineering instructors on writing: Perceptions, practices, and needs. IEEE Trans. Professional Comm. 62(1):55–74.Crossref, Google Scholar
- (2008) Using a client memo to assess critical thinking of finance majors. Bus. Comm. Quart. 71(1):10–26.Crossref, Google Scholar
- (2014) Adventures in paragraph writing: The development and refinement of scalable and effective writing exercises for large-enrollment engineering courses. Proc. 2014 ASEE Annual Conf. & Exposition (American Society for Engineering Education, Washington, DC), 24.141.1–24.141.24.Google Scholar
- (2017) Developing, analyzing, and using distractors for multiple-choice tests in education: A comprehensive review. Rev. Ed. Res. 87(6):1082–1116.Crossref, Google Scholar
- (2007) Finding and fixing errors in worked examples: Can this foster learning outcomes? Learning Instruction 17(6):612–634.Crossref, Google Scholar
- (2011) Peer assessment in large undergraduate classes: An evaluation of a procedure for marking laboratory reports and a review of related practices. Adv. Physiology Ed. 35(2):178–187.Crossref, Google Scholar
- (2023) Survey of hallucination in natural language generation. ACM Comput. Surveys 55(12):1–38.Crossref, Google Scholar
- (2000) Toward a design theory of problem solving. Ed. Tech. Res. Development 48(4):63–85.Crossref, Google Scholar
- (2016) An investigation into the optimal number of distractors in single-best answer exams. Adv. Health Sci. Ed. Theory Practice 21(3):571–585.Crossref, Google Scholar
- (2013) Errors as allies: Error management training in health professions education. BMJ Quality Safety 22(6):516–519.Crossref, Google Scholar
- (2020) A Methodology for Teaching from Student Errors in Computer Science Education (University of California, Riverside, CA).Google Scholar
- (2016) Learning from mistakes: The effect of students’ written self-diagnoses on subsequent problem solving. Phys. Teacher 54(2):87–90.Crossref, Google Scholar
- (2019) Online teaching in a large, required, undergraduate management science course. INFORMS Trans. Ed. 19(2):89–104.Link, Google Scholar
- (2004) Error identification, labeling, and correction in written business communication. Delta Pi Epsilon J. 46(3):155–168.Google Scholar
- (2019) More confusion and frustration, better learning: The impact of erroneous examples. Comput. Ed. 139:173–190.Crossref, Google Scholar
- (2023) Chatgpt: Bullshit spewer or the end of traditional assessments in higher education? J. Appl. Learning Teaching 6(1).Google Scholar
- (2006) Turning the tables on student case analysis assignments. Decision Sci. J. Innovative Ed. 4(1):169–173.Crossref, Google Scholar
- (2016) Beyond model formulation: Assessment of novices graphing, interpreting, and writing about their model and solution. INFORMS Trans. Ed. 17(1):13–19.Link, Google Scholar
- (2018) Assessment approaches in massive open online courses: Possibilities, challenges and future directions. Internat. Rev. Ed. 64(2):241–263.Crossref, Google Scholar
- (2006) Guiding students to learn from mistakes. Phys. Ed. 41(6):532.Crossref, Google Scholar
- (2023). How language model hallucinations can snowball. Preprint, submitted May 22, https://arxiv.org/abs/2305.13534.Google Scholar

