PERC 2011 Abstract Detail Page
|Abstract Title:||Assessment of student-driven multi-level homework|
|Abstract:||We are investigating interactions with student-driven, multi-level homework as part of our Integrated Learning Environment for Mechanics. Student-driven means that students choose their assignment from a set of "easy" (fewest points), "medium", and "hard" (most points) problems subject to accruing a specific number of total points. Problem levels were determined a priori based on the cognitive load of the required tasks  and our opinion of overall challenge. We are assessing student interactions and performance on these problems in a number of ways: item response theory, time on task, and choice of level. We will present our findings and discuss further studies of the impact that multi-level, student-driven assignments have on students' learning.
 R. Teodorescu, Cognitive Development in Introductory Physics: A Research-Based Approach to Curriculum Reform, Ph.D. Dissertation, The George Washington University, 2009.
|Abstract Type:||Contributed Poster
Raluca E. Teodorescu
Massachusetts Institute of Technology
Department of Physics
77 Massachusetts Ave.
Cambridge, MA 02139
Daniel T. Seaton, Massachusetts Institute of Technology
Analia Barrantes, Massachusetts Institute of Technology
Carolin Cardamone, Massachusetts Institute of Technology
Andrew W. Pawl, University of Wisconsin - Platteville
Saif Rayyan, Massachusetts Institute of Technology
David Pritchard, Massachusetts Institute of Technology