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Abstract Title: Matching the context of learning and assessment
Abstract: The project started with a problem that continued to occur in a 300 level astrophysics course. Although students did well on quantitative problems year after year, their performance on individual conceptual quizzes was lacking.  We hypothesized that the reason for student difficulties is the mismatch between the context of learning and assessment. The mismatch occurred as students encountered conceptual questions as a part of their group work in class but the quiz required individual work. To test our hypothesis we added conceptual questions to the student's homework problem sets to match the individual aspect of student learning and the conceptual focus. We also made sure that added questions are based on cognitive studies and PER findings. The result of the testing experiment was an improvement of student performance on the conceptual quiz with the effect size greater than one. We will discuss the limitations and implications of the study.
Abstract Type: Contributed Poster Presentation

Author/Organizer Information

Primary Contact: Heather A. Rave
Rutgers University
Co-Author(s)
and Co-Presenter(s)
Eric Gawiser, Rutgers University
Saurabh Jha, Rutgers University
Eugenia Etkina, Rutgers University