fabio r arico - peer instruction unveiled
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Peer-Instruction Unveiled: Measuring Self-Assessment Skills and Learning Gains in a Large Flipped Learning Environment
Fabio R. AricòDuncan Watson
APT – July 2015
2
ACKNOWLEDGEMENTS
Chris Thomson – UEA alumnus and Research Assistant
UEA-HEFCE Widening Participation Teaching Fellowship
HEA – Teaching Development Grant Scheme
3
OUTLINE
1. Peer-Instruction in a Large Flipped Learning Environment 2. Measuring Self-Assessment attainment and confidence levels objective and subjective measures of confidence
3. The effectiveness of the Peer-Instruction pedagogy
4. Student appraisal of the Peer-Instruction pedagogy
5. Summary of empirical findings.
4
ETHICAL REMARK
You will be presented with data collected during teaching sessions.
Students involved have given informed consent for me to analyse their responses and present the results of this analysis.
I can assist with ethical queries as well, please ask me.
6
TEACHING PROTOCOL – the module
Introductory Macroeconomics Level 1 – compulsory year-long module - 170 students
Lectures traditional frontal-teaching (10 per sem.)
Seminars small group, pre-assigned problem sets (4 per sem.)
Workshops large group, problem-solving sessions (4 per sem.)
Support Sessions non-compulsory drop-in sessions (4 per sem.)
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FLIPPED CLASS and PEER-INSTRUCTION
• Flipped classroom & Peer-Instruction pre-reading + student interaction Mazur (1997) Henderson and Dancy (2009)
well-developed research in Physics and STEM
• Learning analytics for Peer-Instruction Learning gains: Mazour Group - Bates & Galloway (2012)
Student satisfaction: Hernandez Nanclares & Cerezo Menendez (2014)
• There is no literature on the links with self-assessment skillsOpen field, with many unanswered questions e.g. role of demographics, language, previous background
Pedagogically: self-assessment blends with flipping and Peer-instruction.
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WORKSHOPS – learning environment
Round 1- formative question- 4 choices- no information- no answer
Self-Assessment- confidence question- 4 level Likert-scale- information shared
Peer-Instruction- students talk- compare answers- explain each other
Round 2- formative question- Identical to R1- information shared- correct answer
Are students correctly self-assessing?
Is Peer-Instruction working?
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WORKSHOPS – data coding
For each session (7 in a year in 2013-14):
• Code 1st response: 1 = correct 0 = incorrect
• Code confidence in response: 1 = strongly/agree0 = strongly/disagree
• Compute average score and average confidence per student.
attainment self-assessment
measure measure
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WORKSHOPS – data coding
For each student (in each session):
If student average score > session average score high-attainment otherwise low-attainment
If student average conf. > session average conf. high-confidence otherwise low-confidence
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WORKSHOPS – data coding and modelling
For each 1st response question (4-10) across all sessions (7 in a year in 2013-14):
• Compute entropy index across responses (A,B,C,D) objective measure of confidence
• Compute average confidence per question subjective measure of confidence
Model: confidence = f ( entropy ) + session-dummies
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WORKSHOPS – learning gains
For each 1st and 2nd response question (4-10) across all sessions (7 in a year in 2013-14):
Learning Gain = % correct R2 % correct R1
effectiveness of Peer-Instruction
Model: Learning Gain = f ( % correct R1, confidence ) + session-dummies
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WHAT DO STUDENT THINK?
• The literature on Peer-Instruction is far too focused on whetherstudents ‘enjoy’ their experience (student satisfaction)
typical of academic practice literature.
• I tried to give more focus on the perception of learning: 1st lecture: introduced the concept of Peer-Instruction asked the students to share what they think of it. each workshop: asked students to share their view on the session and whether they felt they learnt from each other. informal end-of-module feedback: what was the most effective component of the blended learning environment mix within the module.
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1st lecture: “‘Peer-instruction’ sessions (students teaching each other) are more effective than lectures (teacher teaching students)”
Series10%
5%
10%
15%
20%
25%
30%
35%
40%
45%
strongly agree
agree
disagree
strongly disagree
No. Respondents = 82
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Wk 4 Wk 6 Wk 8 Wk14 Wk16 Wk18 Wk200%
10%
20%
30%
40%
50%
60%
70%
80%
strongly agree agree disagree strongly disagree
No. 89 38 72 69 52 39 40
Workshop feedback statement: “I have learnt more Economics by discussing answers with my classmates”
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Comparing student opinion about Peer-Instruction as an effective pedagogy before and after exposure
1st Lecture (N=82) Avg Workshop (N=57)0%
10%
20%
30%
40%
50%
60%
70%
strongly agree
agree
disagree
strongly disagree
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6%
20%
51%
4%
6%
13%
Lectures
Seminars
Workshops
Support
VLE
NA
End-of-module Feedback: What is the component of the Macro module which had the strongest impact on your learning?
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SUMMARY of FINDINGS
• Positive association between attainment and confidence in performance this formative assessment design elicits good self-assessment outcomes
• Negative association between entropy and confidence levels objective and subjective measures of confidence align
• Negative association between learning gains and % correct R1 Peer-Instruction supports low-performers – ‘catching up effect’
• No association between learning gains and confidence confidence levels do not influence the effectiveness of Peer-Instruction
• Students seem to recognise the power of Peer-Instruction consistent opinions across different sources of feedback.
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CURRENT and FURTHER RESEARCH
• Corroborate and strengthen empirical analysis and methodology. homogenise methodologies used for self-assessment and learning gains further robustness checks on empirical findings.
• “Assessing Self-Assessment” compare and contrasts 2 different learning environments assess the relationship between attainment and confidence.
• Learning analytics at student-level investigate the role of demographics investigate the impact of formative assessment on summative assessment.
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