Formative Feedback Inside Classroom Outside Classroom.
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Formative Feedback Inside Classroom Inside Classroom Outside Classroom Outside Classroom
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Transcript of Formative Feedback Inside Classroom Outside Classroom.
Formative Feedback
Inside ClassroomInside Classroom
Outside ClassroomOutside Classroom
Formative Feedback in Formative Feedback in the Classroomthe Classroom
x
y8 MPa
4 MPa
4 MPa7 MPa
1. 4 MPa
2. –4 MPa
3. 7 MPa
4. – 7 MPa
yxyx equals: equals:
classroom communication system
In-Class Feedback: PollingIn-Class Feedback: Polling
PRS 1
Lecture
Class Discussion
PRS 2
Class Discussion
PRS 2Repeat
0
10
20
30
40
50
60
70
80
90
100
Percent
PRS 1 PRS 2 PRS 2, Repeat
Percent Correct
System with Undiagnosed FeedbackSystem with Undiagnosed Feedback
Improvement on sign-subscript Improvement on sign-subscript question on final examquestion on final exam
0
10
20
30
40
50
60
70
80
Percent Correct
2003 2004
Why make Assignments with Why make Assignments with Diagnostics and Feedback?Diagnostics and Feedback?
"Individuals acquire a skill much more rapidly if they receive feedback about the correctness of what they have done. If incorrect, they need to know the nature of their mistake ... the feedback they [currently] receive is often neither timely nor informative."
Pellegrino, J., Chundowsky, N, Glaser, R., NRC Report: Pellegrino, J., Chundowsky, N, Glaser, R., NRC Report: Knowing What Students Know: the Science and Design Knowing What Students Know: the Science and Design of Educational Assessmentof Educational Assessment, 2001., 2001.
Benefits of Online AssignmentsBenefits of Online Assignments
Benefits to StudentsBenefits to Students immediate feedback, immediate grade, immediate feedback, immediate grade,
reviewablereviewable Benefits to Teaching AssistantsBenefits to Teaching Assistants
focus changes from grading to helping focus changes from grading to helping studentstudent
Benefits to the InstructorBenefits to the Instructor target difficult concepts, monitor class target difficult concepts, monitor class
performance, reuse & shareperformance, reuse & share Benefits to SchoolBenefits to School
permanent records - ABETpermanent records - ABET
Features of Online AssignmentsFeatures of Online Assignments Target difficult concepts Identify specific errors or misconceptions; Provide feedback, explaining why the result is
incorrect (can be progressive); Adaptive Assignments: Direct student to follow-
up exercises that specifically addresses their error or misconception.
Automatic Grading Motivate students to learn the correct approach
by: Penalizing them for incorrect responses Limiting the number of attempts per question Encouraging students to seek help from the
instructor or TA after repeatedly missing a question.
Formative Assessment
yes
General Diagnostic DesignGeneral Diagnostic Design
Problem&
QuestionsResources
SubmitAnswers
correct?
FinishedShowGrade
nono
yes
DiagnosticFeedback
(Progressive)
yes newprob?
diag-nosed?
UndiagnosedFeedback
(Progressive)
no
lasttry?
no
yes
Example: Example: Multiple Multiple ChoiceChoice
Multiple QuestionsMultiple Questions
3
Example:Example:
StressStress&&
Strength of Strength of MaterialsMaterials
Maximal Tensile ForcePercent Correct on First Attempt
0
10
20
30
40
50
60
70
80
90
100
Sigma Max x Max y Max
Remediation PathwayRemediation Pathway
Improvement in Student Responses with Number of Attempts
0%
20%
40%
60%
80%
100%
FBD (mc) ReactionR
ReactionC
ShearDiagram
(mc)
Vmax MomentDiagram
(mc)
Mmax Areamomentof Inertia
Attempt 3 Incorrect
Attempt 3 Correct
Attempt 2 Correct
Attempt 1 Correct
Per
cent
Cor
rect
Repeat Original QuestionRepeat Original Question
2
Maximum Stress: Improvement in Student Responses with Successive Attempts
0%
10%
20%
30%
40%
50%
60%
70%
80%
90%
100%
Sigma Max x Max y Max
Attempt 3 Incorrect
Attempt 3 Correct
Attempt 2 Correct
Attempt 1 Correct
Maximum tensile stress:
Per
cent
Cor
rect
Minimum Stress. Improvement in Student Responses with Successive Attempts
0%
20%
40%
60%
80%
100%
Sigma min x Min y Min
Attempt 3 Incorrect
Attempt 3 Correct
Attempt 2 Correct
Attempt 1 Correct
Max compressive stress:P
erce
nt C
orre
ct
Percentage of Correct Responses following a Diagnosed or Undiagnosed Response
0
10
20
30
40
50
60
70
diagnosed response undiagnosed response
Per
cent
Cor
rect
SummarySummary
Online assignments provide immediate Online assignments provide immediate formative feedback to students.formative feedback to students.
Diagnosed incorrect responses are more Diagnosed incorrect responses are more likely to be followed by the correct likely to be followed by the correct response than undiagnosed responses.response than undiagnosed responses.
Undiagnosed feedback (just knowing the Undiagnosed feedback (just knowing the response is incorrect) is still beneficial, response is incorrect) is still beneficial, particularly before the ‘final’ attempt.particularly before the ‘final’ attempt.
