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The Assessment Continuum
James (J.T.) LavertyMichigan State UniversityApril 16, 2012
Slides borrowed from:Gerd Kortemeyer
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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Clicker
Lecture progress depends on voting outcome Explain again Go on Let students discuss
and vote again
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Clicker
Peer-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
• Questionsfrom sharedcontentlibrary(more later)
• Item statistics
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Homework
Helprooms
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
50000
100000
150000
200000
250000
300000
350000
400000
450000LON-CAPA Shared Resource Pool, Summer 2011
Total
Problems
Pages
Images
Libraries
Assemblies
Movies/Sound
Animations/Simu-lations
Other
Year
Nu
mb
er
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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Languages
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Mathematical Output
• Typesetting:LaTeX can be embedded anywhere in the material
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Mathematical Output
• Editor for non-native LaTeX speakers
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Mathematical Output
• Generated on-the-fly, can vary from student to student.
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Mathematical Output
• <algebra>-tag to pretty-print the output from computer algebra systems
• Example: $formula=“a*x^5”
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Mathematical Output
• One-source, multiple target
• Looks good in print Online:
Print (dynamically generated PDF):
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Mathematical Output
• Dynamic Graphing Data-Points Functions Line-Graphics
• Internally usesGNUplot
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Mathematical Output
• Data points
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Mathematical Output
• Data points
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Mathematical Output
• Functions
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Mathematical Output
• Line graphics
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Generating Mathematics Problems
• LON-CAPA problems include Perl Scripting Environment MAXIMA Computer Algebra System R Statistics Package
• Problems not just randomized,but randomly generated with desired properties
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Generating Mathematics Problems
• Direct calls to MAXIMA:$result=&cas(‘maxima’,$expression);
• Simple example: use computer algebra system to calculate a reduced fraction
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Generating Mathematics Problems
• Direct calls to R:$result=&cas(‘R’,$expression);$results=&cas_hashref(‘R’,$expression);
• Example: generate a distribution with certain properties:
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Mathematics Input
• Simplest input: numerical
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Mathematics Input
• Sampling – approximate function
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Mathematics Input
• Symbolically: exactly one exact answer (but equivalent forms)
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Mathematical Input
• Checking properties Using R:
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Mathematical Input
• Checking properties Using MAXIMA:
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Mathematical Input
• Checking properties Using Perl and MAXIMA:
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Mathematical Input
Math editor for students
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Mathematical Input
• Graphical input
• using GeoGebra
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Mathematical Input
• RulesetsFunction
First DerivativeSecond
DerivativeIntegral
Symbolic, computed, or hard-coded
ranges
![Page 65: The Assessment Continuum James (J.T.) Laverty Michigan State University April 16, 2012 Slides borrowed from: Gerd Kortemeyer Before, in, and after lecture](https://reader036.vdocuments.us/reader036/viewer/2022070412/5697bf821a28abf838c85ba9/html5/thumbnails/65.jpg)
Mathematical Input
• Free Body Diagrams using GeoGebra
• Concept Maps
• Programming Diagrams
• Etc.
• (This will be in the next version of LON-CAPA)
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Mathematical Input
• Rules
What the object is (or is not) attached to.Specify Length
and Direction of a Vector
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Thank You
• Now it’s time to play with it!
• http://relate.mit.edu/physicscourse