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Impact on Learning: Feedback in On-line Assignments

Impact on Learning: Feedback in On-line Assignments. Craig Ogilvie, Department of Physics and Astronomy. Improving calculus-based introductory physics at Iowa State Phys 221 and 222, enrollment 400-650 Fall and Spring Semester Online assignments vs paper assignments

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Impact on Learning: Feedback in On-line Assignments

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  1. Impact on Learning: Feedback in On-line Assignments Craig Ogilvie, Department of Physics and Astronomy Improving calculus-based introductory physics at Iowa State Phys 221 and 222, enrollment 400-650 Fall and Spring Semester Online assignments vs paper assignments Feedback in online assignments Impact on student learning

  2. Assignments/Problem Sets in Physics Courses • Weekly, six to eight problems, each problem ~ ½ page algebra • typically 10-15% of final grade • Hand-written solutions handed in to TA • usually before or after weekly recitation session with TA • TA grades ~ 50 problem sets per week, up to 400 questions • perfunctory, partial grading, • little or no feedback to student a week later • record-keeping error prone

  3. Possible Benefits of Online Assignments • Feedback to each student • faster • specific to mistakes that the student made • studies on written feedback have shown both are important • Reduction of grading load on TAs • TA time can be used in more effective ways • Long-term potential • tailoring of assignments to student skill profile

  4. Assignments • Typical end-of-chapter problems • students would print these out and work offline • up to 10 multiple choice options • Feedback given immediately student submitted work • number questions right • full solutions • specific advice if they got a wrong answer • Growing pool of questions • students would randomly receive different problems

  5. Impact of Timeliness of Feedback • Randomly split students into two groups for one assignment • group A received immediate feedback on problem set • group B received feedback after due date of problem set • typically one to two days later • Any difference in learning the physics of this assignment ? • scores on standard magnetism diagnostic • I did not study • online vs paper assignments • others have found small difference, Mestre et al. • feedback vs no feedback

  6. Average Gains vs Timing of Feedback • Group A received immediate feedback on assignment • Group B received feedback delayed by 1-2 days • Post-instruction diagnostic 10 days after assignment • Gain measured for related questions t-test, n ~100, p=0.12 likely difference in <post> students immediate feedback learned more, 5% higher gain

  7. Next Steps • Include help/advice/hints for each question • links to textbook resources • video clips of similar worked problems • Figure out how to develop a skill profile • for each question rank skills needed • e.g. calculus, trig., problem set up • use this to update student’s profile in these areas • tool for students to assess where they need improvement

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