Assessment Questions vs. Dynamic Learning Questions

Amplifire's patented algorithm allows learners to assess their own confidence and gain knowledge efficiently based on their personal needs. That means Amplifire focuses on dynamic learning. But that isn't the only option to connect learners with what they need to know using Amplifire.

The different ways you can use Amplifire include:

• Dynamic Learning
  
  • Writing effective dynamic questions
  • Dynamic learning structure
  • Dynamic learning examples
• Assessment
  
  • Writing effective assessment questions

As you decide which to use, ask yourself:

• What are the pitfalls and solutions to both?

Dynamic Learning

Dynamic Learning Questions are formative - they ask "Let's discover what you need to learn." These questions use priming techniques and metacognitive triggers to help learners identify knowledge gaps and build understanding. Think of them as a heating system that actively warms the room.

Based on Schwartz's "A Time for Telling" research and preparation for future learning theory:

• Create productive struggle that reveals knowledge gaps
• Prime learners to recognize what they need to know
• Use confidence judgments to identify and correct misinformation
• Build understanding through adaptive feedback loops

Use dynamic learning questions to:

• Teach new concepts or skills
• Address misconceptions or Confidently Held Misinformation (CHM)
• Build deeper understanding through discovery and reflection
• Develop metacognitive skills and self-awareness
• Create lasting knowledge that transfers to real-world situations

Writing Effective Dynamic Learning Questions

1. Create productive struggle
   • Present scenarios that reveal knowledge gaps
   • Encourage learners to reason through problems
   • Make thinking visible through confidence judgments
2. Design for discovery
   • Lead learners to "aha" moments
   • Use questions that build understanding progressively
   • Connect new knowledge to existing knowledge
3. Plan the feedback loop
   • Consider what happens when learners answer incorrectly
   • Design explanations that address misconceptions
   • Build confidence through understanding, not just correctness

Dynamic Learning Question Structure

1. Engaging scenario or case study
2. Question that requires reasoning/application
3. Confidence judgment prompt
4. Rich feedback that explains "why"
   • For incorrect answers: Address misconceptions
   • For correct answers: Reinforce understanding

Dynamic Learning Question Checklist

• Creates productive struggle or cognitive conflict
• Requires reasoning, not just recall
• Includes meaningful confidence judgment
• Feedback addresses misconceptions and builds understanding
• Scenario connects to authentic contexts
• Question reveals knowledge gaps learners may not know they have

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Assessment

Assessment Questions are summative - they ask "What do you know?" These questions measure learners' existing knowledge or skills at a specific point in time. Think of them as a thermometer that measures the current temperature.

• Test specific knowledge or skills without scaffolding
• Provide a snapshot of current competency
• Work best when learners have already been exposed to the content
• Generate data for compliance, credentialing, or placement decisions

Use assessment questions when:

• Measuring final competency after learning has occurred
• Compliance or credentialing requirements need documentation
• Placement decisions - determining if learners are ready for advanced content
• High-stakes verification - confirming critical knowledge for safety/regulatory purposes
• Pre-assessment - establishing baseline knowledge before learning begins

Writing Effective Assessment Questions

1. Be direct and unambiguous
   • Ask exactly what you need to measure
   • Minimize interpretation or inference required
   • Use clear, specific language
2. Focus on application
   • Test ability to use knowledge in context
   • Avoid simple recall when possible
   • Connect to real-world scenarios
3. Maintain independence
   • Each question should stand alone
   • Don't provide hints or scaffolding
   • Avoid leading learners to the answer

Assessment Question Structure

1. Scenario/Context (if needed)
2. Clear, specific question
3. Multiple choice options that are:
   • Plausible to those who don't know
   • Clearly distinct from each other
   • Representative of common misconceptions

Assessment Question Checklist

• Measures specific, defined knowledge or skill
• Can be answered independently (no scaffolding needed)
• Has one clear correct answer
• Distractors represent common misconceptions
• Language is precise and unambiguous
• Connects to real-world application when possible

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Side-by-Side Comparison: Same Learning Objective, Different Approaches

What is your primary goal for this question?

• To measure/verify what learners already know? → Use an Assessment Question
• To help learners discover and learn new knowledge? → Use a Dynamic Learning Question

The key distinction between assessment and dynamic learning questions in Amplifire comes down to purpose and timing:

Assessment Questions	Dynamic Learning Questions
Purpose: Measure existing knowledge	Purpose: Facilitate learning through discovery
When: After learning has occurred	When: During the learning process
Experience: Attempt-and-submit, scored	Experience: Adaptive, confidence-based with feedback
Outcome: Pass/fail score	Outcome: 100% mastery through guided learning

1. Assessment questions that teach:
   • Problem: Adding hints, explanations, or scaffolding to assessment questions
   • Solution: Keep assessment questions clean and direct. Save the teaching for dynamic learning modules.
2. Dynamic questions that don't prime:
   • Problem: Writing dynamic questions that are too easy or don't create productive struggle
   • Solution: Design scenarios that require learners to think through problems and reveal gaps in understanding.
3. Mismatched confidence judgments
   • Problem: Asking for confidence on simple recall questions in dynamic modules
   • Solution: Use confidence judgments for questions that require reasoning, application, or synthesis.
4. Over-assessment:
   • Problem: Creating assessment questions for every learning objective
   • Solution: Remember Professor Lane's advice - if learners have mastered content in dynamic modules, additional assessment may create "expertise reversal effect" and frustrate learners.