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How Do They (or You) Know What They Know?

Observing and Assessing Workshop. How Do They (or You) Know What They Know?. Holly A. Taylor Tufts University Psychology Department. They Don’t Know What Contributes to Their Learning: Multimedia Advantage. Learn procedures for assembling toys from Picture Text Multimedia

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How Do They (or You) Know What They Know?

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  1. Observing and Assessing Workshop How Do They (or You) Know What They Know? Holly A. Taylor Tufts University Psychology Department

  2. They Don’t Know What Contributes to Their Learning: Multimedia Advantage • Learn procedures for assembling toys from • Picture • Text • Multimedia (Pictures + Text) (Brunyé, Taylor, & Rapp, 2003, 2004, in prepration)

  3. They Don’t Know What Contributes to Their Learning: Multimedia Advantage • Assessment of Learning • Recall Procedures • Verify Step Order • Recall Learning Format (Brunyé, Taylor, & Rapp, 2003, 2004, in prepration)

  4. They Don’t Know What Contributes to Their Learning: Multimedia Advantage • Recall Procedures • Recalled more after multimedia • Verify Step Order • Faster and more accurate verification after multimedia (Brunyé, Taylor, & Rapp, 2003, 2004, in prepration)

  5. They Don’t Know What Contributes to Their Learning: Multimedia Dis-Advantage? • Recall Learning Format • Misremembered multimedia as picture-only • “I only looked at the pictures” • “I didn’t need to read since the pictures were there.” (Brunyé, Taylor, & Rapp, 2003, 2004, in prepration)

  6. Take-Home Message • Students may not be aware of how they are learning. • Students may not be aware of where they are allocating their attention during learning.

  7. They Don’t Know What InfluencesTheir Thinking: Framing Effects • How fast were the cars going when they… • -smashed? • -collided? • -bumped? • -contacted? (Loftus & Palmer, 1974)

  8. They Don’t Know What InfluencesTheir Thinking: Framing Effects • stronger verb = faster speed • faster speed = greater likelihood of misremembering broken glass (Loftus & Palmer, 1974)

  9. Program A: Of 600 people, 200 will be saved. Program B: 1/3 chance that 600 people will be saved. 2/3 chance that 0 people will be saved. Program A: Of 600 people, 400 will die. Program B: 1/3 chance that 0 people will die 2/3 chance that 600 people will die. They Don’t Know What InfluencesTheir Thinking: Framing Effects (Tversky & Kahneman, 1981)

  10. They Don’t Know What InfluencesTheir Thinking: Framing Effects • Eruption! • Effects of framing scientific data on data-driven decisions. (Taylor, Renshaw, & Jensen, 1997)

  11. They Don’t Know What InfluencesTheir Thinking: Framing Effects (Taylor, Renshaw, & Jensen, 1997)

  12. They Don’t Know What InfluencesTheir Thinking: Framing Effects • Eruption! on computer increased awareness of both frames, thereby changing overall decisions. • “Well, if there’s an 80% chance of eruption, there’s a 20% chance of no eruption.” • Students unaware of this influence. (Taylor, Renshaw, & Jensen, 1997)

  13. Take-Home Message • People are unaware of how they use data in making decisions. • People are poor judges of how “good” their decisions are • More generally, poor judges of how a learning exercise impacts their decision making skill.

  14. If They Like it They Will Learn? • Automating math frees cognitive resources for understanding concepts • Study • Computer does math or student does. • Test within and across-domain dimensionless graph interpretation (Sinclair, Renshaw, & Taylor, 2004)

  15. If They Like it They Will Learn? • Automating math does not free cognitive resources for understanding concepts • Need basic skills • But, students love when computer does the math for them. (Sinclair, Renshaw, & Taylor, 2004)

  16. Take-Home Message • Engagement in an exercise does not guarantee learning. • Automation needs to be population appropriate • Automate only when it’s clear they could do it on their own.

  17. If They Don’t Know, Use Outside Observer • What happens when you tell a parent their son ate sugar? • Rate their son as significantly more hyperactive. • Exercise more control over their sons • criticize, look at, and talk to them more. (Hoover & Milich, 1994)

  18. Take-Home Message • Beliefs going into a learning situation affect interpretation • “But, I’m not good at math.” • “I just don’t understand maps.” • “Men are better with maps than women.”

  19. How Do They (or you) Know What They Know: Conclusions • Use student insight into their own learning with caution. • Consider fact that there are many, often unforseen, influences on self-assessments of learning. • “Unbiased” Observers may not be (unbiased, that is)

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