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The Assessment Continuum
Gerd KortemeyerMichigan State UniversityJan 25th, 2012
Before, in, and after lecture
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What makes a good use of technology in education?
Must be integrated into the educational experience!• supporting the goals- not technology for technology sake• not scattered "technology highlights"- consistently applied
- students know what to expect and what is expected• moving into the background- not wizz-bang or gimmicky• increasing effective time on task- make the students
interact with the materials- do not waste student time• Giving effective and timely feedback to learners and
instructors: assessment
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Assessment• Assessment: Feedback to learners and
instructors• Formative assessment:
Students can keep track of their own learning• Students do not fall behind
Instructors keep track of their students’ learning
• can adapt the teaching to the learning
• Summative assessment: exams Technology allows for frequent exams
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Assessment• Pre-Class Questions
Students being prepared for lecture Just-In-Time Teaching
• In-Class Questions Clickers
• Post-Class Questions Homework Online Discussions, Helprooms Exams
• Does this even work?• How is this realistically possible?
That’s where course and learning content management come in!
Lecture
?
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Students being prepared for lecture
Just-In-Time Teaching
Pre-Class Questions
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Pre-Class Questions
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Pre-Class Questions
• Easy questions embedded into content
• Due before lecture
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Pre-Class Questions• Make sure students read materials• Questions can be answered just based on
the readings• Students come prepared
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Just-In-Time• Adapt lecture to student difficulties
When I looked at your homework this morning, I saw that all of you have understood quantum field theory, but many of you still have problems with long division. So this morning, we will …
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Just-In-Time
Difficult problems
Discussions
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Just-In-Time
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Clickers
In-Class Questions
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ClickersThat’s clear – no, wait …
Looks like everybody but me understands this!
I wonder what’s for lunch
Yawn!Doesn’t he get that we don’t get it?
Sadly, too often:Anonymous crowd in our lecture hallWe don’t know what’s going on in their heads
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Clickers• RF devices• One per
student• Students can
answer questions during lecture
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ClickerLecture progress depends on voting
outcome Explain again Go on Let students discuss
and vote again
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ClickerPeer-Instruction• Students can sometimes explain concepts
better than us to their peers We have forgotten what we initially struggled
with• Students learn while explaining
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Clicker• Students register in LON-CAPA
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Clicker• Give credit for correct and for incorrect
answers
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Clicker• Embedded in course, alongside slides
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Currently under Development• Currently: uploading of session data• Work-in-progress: running session out of
LON-CAPA• Questions
from sharedcontentlibrary(more later)
• Item statistics
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HomeworkHelprooms
Exams
Post-Class Questions
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More sophisticated highly randomizing problems
Homework
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Homework• …special emphasis on math
including support of• LaTeX• Maxima• R
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Homework• … chemistry …
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Homework• … physical units …
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Online Discussions
DiscussionsEncouraged, since all students have different versions.Again: Peer-Instruction.
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Helprooms
• StaffedwithLearningAssistantsin theevenings
• Collaborative learning space, peer instruction
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Exams• Problems can also be rendered for bubble
sheets• Each student has a different exam
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Exams
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Exams
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Exams
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… does this even work?
Before we go on …
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Learning Success
• Intro Physics for Scientists and Engineers
• Grades in years before and after online homework
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Learning Success
Mostly helps students who are on the brink of failing the course.
Fail
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How is this realistically possible?
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Sharing of Resources
• Creating online resources is a lot of work
• Doing so for use in just one course is a waste of time and effort
• Many resources could be used among a number of courses and across institutions
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LON-CAPA Architecture
WWW
Campus A
Campus BCampus C
Interserver
Web
Student Computer
InstructorComputer
WWW
Inter-InstitutionalNetwork of Servers Connecting
Universities and Schools
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Campus A Campus B
LON-CAPA Architecture
Shared Cross-Institutional Resource Library
Resource Assembly
Course Management
Resource Assembly
Course Management
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The LON-CAPA Community
2000 2002 2004 2006 2008 20100
50000100000150000200000250000300000350000400000450000 LON-CAPA Shared Resource Pool, Summer 2011
TotalProblemsPagesImagesLibrariesAssembliesMovies/SoundAnimations/Simu-lationsOther
Year
Num
ber
Shared content repository with almost 450,000 resources
Almost 200,000 online homework problems
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LON-CAPA Enrollment
2000 2002 2004 2006 2008 2010 20120
10000
20000
30000
40000
50000
60000
70000
80000
Student-Course Enrollments
Individual Students
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WIP: Recommender
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Thank You• Gerd Kortemeyer• Currently on sabbatical:
Pritchard Group (RELATE), MIT Physics• [email protected]