PERC 2011 Abstract Detail Page
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| Abstract Title: | Assessment of student-driven multi-level homework |
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| 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 [1] 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. [1] 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 |
Author/Organizer Information | |
| Primary Contact: |
Raluca E. Teodorescu Massachusetts Institute of Technology Department of Physics 77 Massachusetts Ave. Cambridge, MA 02139 Phone: 617-324-4528 Fax: 617-253-4876 |
| Co-Author(s) and Co-Presenter(s) |
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 |
