|An original design||An attempt to rebuild it|
Of the 55 students engaged on the course (3 of whom never turned up to anything), 25 completed questionnaires were received. Of those, 17 clearly acknowledged a need to improve presentation of written work. Everyone agreed that diagrams would help, i.e. everyone acknowledged that there are times when the use of diagrams is appropriate. Most also agreed that improving handwriting is beneficial.
The anticipated shift away from "final answer" towards "quality of writing" was not as clear cut. This is because Group B, having already tried to reconstruct a model before designing their own, often concluded that the trick was to simplify their design, having the knock-on effect of simplifying the instructions. This obviously misses the point (if it were homework or an exam, one does not have the freedom to reduce the difficulty level because it is externally imposed), and is a feature that could be remedied for future years.
It is not uncommon to see a statement on a UCAS form for an applicant to say something along the lines of "Maths is wonderful because it always has a right answer, and I get such a buzz when I know i@ve got it", and this is often true, but students could demonstrate more drive to get that right answer, and not be satisfied with imperfection, as demonstrated by the final statistic.