Upload
shateque-hernandez
View
18
Download
0
Embed Size (px)
DESCRIPTION
The Effect of Formative Assessment in Brazilian University Physics Courses Omaha, August 1 st , 2011. É merson Cruz and Gerd Kortemeyer Michigan State University. Émerson Cruz. Study carried out by my graduate student Émerson Cruz Cannot be here today In Brazil collecting data. - PowerPoint PPT Presentation
Citation preview
The Effect ofThe Effect ofFormative Assessment inFormative Assessment inBrazilian University Physics Brazilian University Physics CoursesCourses
Omaha,Omaha,August 1August 1stst, 2011, 2011
Émerson Cruzand Gerd KortemeyerMichigan State University
Émerson CruzÉmerson CruzStudy carried out by my graduate
student Émerson CruzCannot
be heretoday
In Brazilcollectingdata
Formative AssessmentFormative AssessmentMost post-secondary physics courses
in Brazil offer no meaningful formative assessment◦no feedback from assigned homework◦ traditional “transmission mode” lectures
Implementing◦online homework with immediate
feedback◦clickers
Studying◦ faculty and student acceptance◦effect on grade distribution
Collaboration PartnersCollaboration Partners
Implementation HurdlesImplementation HurdlesOur educational study quickly turned into a
case study of implementation hurdles◦ Public institutions:
grading structure based solely on exams no possibility to give points for homework or clickers exams very traditional and highly computational
no regular computer access for large percentage of students
no infrastructure to sell clickers and register them to individual students had to distribute one classroom set to several sections at the
beginning of lectures no correlation data between clickers and grades no reward structure for correctly answering questions
◦ Private institution: Smaller statistics Highly non-traditional student population
(professionals)
No hard data yetAnecdotes
Results fromthese
two institutions
Collaboration PartnersCollaboration Partners
USPUSPUniversity of São
Paulo◦one of the three public
universities funded by the State of São Paulo.
◦one of the largest institutions of higher education in Latin America
◦approximately 75,000 enrolled students
UnianhangueraUnianhangueraUnianhanguera
◦one of the biggest private universities in Brazil
◦more than 50 campuses spread out in seven Brazilian states
◦largely non-traditional student population (professionals)
UsageUsage USP
◦ Two sections of physics for engineers course other sections traditional with different instructors additional comparison: same instructor in previous years
◦ Online homework (LON-CAPA) only 54 of the 157 accounts used
no grading incentive 76 of the 157 students said they used online homework
working in groups access problems
◦ Clickers given out at beginning of lectures no data collected on correctness, participation, etc.
Unianhanguera◦ Two-month course◦ Online homework
one section with and one without online homework (same instructor)
grading incentive: bonus points all 55 students worked on online homework
◦ No clickers
Survey ResultsSurvey ResultsGave a survey in both settings on
usage habits and perceived helpfulness
First Action when First Action when Encountering New ProblemEncountering New Problem
USA and Brazil:◦Male students tend to immediately try
out a solution before reading up on the topic or seeking help “Real men don’t read manuals or ask
directions”Brazil:
◦Students do not communicate with lecture personnel
◦Brazil, private institution: Students rarely read up on topic Seek more help from peers
First Action when First Action when Encountering New ProblemEncountering New Problem
Additional Time-on-Task Additional Time-on-Task versus Perceived Helpfulnessversus Perceived Helpfulness
USA and Brazil:◦Online homework mostly perceived as helpful
Brazil:◦Students report less time-on-task
Perception that online should be more time-efficient?
Sense of security due to more clearly defined expectations leading to less studying time?
ClickersClickers
Found broad student acceptance in survey at USP
Instructor reports that lectures became more lively and interactive◦ But: no hard data
Effect on GradesEffect on Grades
USA:◦ particularly helpful for students who are about to
fail the courseBrazil:
◦ no significant difference◦ USP: both with parallel sections (different
instructors) and with sections taught previously (same instructor)
◦ Unianhanguera: with parallel section (same instructor)
Why no effect?Why no effect?Discrepancy:
◦Students perceived online homework and clickers as helpful Novelty?
◦No significant difference in grades Unable to reproduce USA results
Why?◦Systemic change needed
value-system of a course is communicated by what is graded and on exams
◦Many logistical hurdles in implementation including lack of student internet access
Only just beginning!
AcknowledgementsAcknowledgementsThanks to Prof. Hélio Dias at USPThanks to i>Clicker for loaning us
a classroom set of [email protected]@msu.edu