Dr Fabio R. Aricò School of Economics University of East Anglia [email protected] Peer-Instruction Unveiled Measuring Self-Assessment Skills and Learning Gains in a Large Flipped Learning Environment LEARNING GAINS REVEALED VALIDATION of LEARNING • Explanation on answers given. • Students can ask questions. • Students see learning gains. ROUND 1 FORMATIVE QUIZ • Multiple choice question asked. • Students answer individually. • Answer is not revealed. SELF-ASSESSMENT and PEER-INSTRUCTION • Students rate own performance. • Peer-instruction and discussion. • No lecturer intervention. ROUND 2 FORMATIVE QUIZ • Same question is asked again. • Show distribution of answers. • Correct answer is revealed. THE FLIPPED LEARNING ENVIRONMENT in ECO YEAR 1 1. Students attended lectures (traditional learning space). 2. Students attend workshop (flipped learning space). 3. Interaction through Student Response Systems (clickers). 4. Iterated cycles of formative assessment, self-assessment, peer-instruction, and teaching. 5. Results posted on VLE. ACKNOWLEDGEMENTS I gratefully acknowledge funding from: - UEA-HEFCE WP Teaching Fellowship - HEA Teaching Development Grant scheme. REFERENCES - Bates S., and Galloway, R., (2012), “The Inverted Classroom in a Large Enrolment Introductory Physics Course: a case study”, Proceedings of the HEA STEM Learning and Teaching Conference. - Dunning, D., Johnson, K., Ehrlinger, J., and Kruger, J., (2003), “Why People Fail to Recognise their Own Incompetence”, Current Directions in Psychological Science, 12:83, 83-87. - Mazur, E., (1997), “Peer Instruction: A User’s Manual”, Upper Saddle River: Prentice Hall. FURTHER RESEARCH - Investigate data at student-level. - Compare self-assessment results across different typologies of assessment. - Measure the impact of self-assessment and learning gains on final exam scores. EFFECTIVE SELF-ASSESSMENT • Both high and low-performer groups correctly self-assess their performance Contrast with previous literature. • Objective and subjective confidence measures align. LEARNING GAINS through PEER-INSTRUCTION Learning gain = % correct answers between Round 2 & 1 Higher for low-performers and for high-dispersion. Independent of student confidence in their performance.

Peer-Instruction Unveiled: Measuring Self-Assessment Skills and Learning Gains in a Large Flipped Learning Environment

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Page 1: Peer-Instruction Unveiled: Measuring Self-Assessment Skills and Learning Gains in a Large Flipped Learning Environment

Dr Fabio R. Aricò

School of Economics

University of East Anglia

[email protected]

Peer-Instruction UnveiledMeasuring Self-Assessment Skills and Learning Gains in a Large Flipped Learning Environment

LEARNING GAINS REVEALEDVALIDATION of LEARNING• Explanation on answers given.• Students can ask questions.• Students see learning gains.

ROUND 1 FORMATIVE QUIZ• Multiple choice question asked.• Students answer individually.• Answer is not revealed.

SELF-ASSESSMENTand PEER-INSTRUCTION• Students rate own performance.• Peer-instruction and discussion.• No lecturer intervention.

ROUND 2 FORMATIVE QUIZ• Same question is asked again.• Show distribution of answers.• Correct answer is revealed.

THE FLIPPED LEARNING ENVIRONMENT in ECO YEAR 11. Students attended lectures

(traditional learning space).2. Students attend workshop

(flipped learning space).3. Interaction through Student

Response Systems (clickers).4. Iterated cycles of formative

assessment, self-assessment, peer-instruction, and teaching.

5. Results posted on VLE.

ACKNOWLEDGEMENTSI gratefully acknowledge funding from: - UEA-HEFCE WP Teaching Fellowship- HEA Teaching Development Grant scheme.

REFERENCES- Bates S., and Galloway, R., (2012), “The Inverted Classroom in a Large Enrolment Introductory

Physics Course: a case study”, Proceedings of the HEA STEM Learning and Teaching Conference.- Dunning, D., Johnson, K., Ehrlinger, J., and Kruger, J., (2003), “Why People Fail to Recognise their

Own Incompetence”, Current Directions in Psychological Science, 12:83, 83-87.- Mazur, E., (1997), “Peer Instruction: A User’s Manual”, Upper Saddle River: Prentice Hall.

FURTHER RESEARCH- Investigate data at student-level.- Compare self-assessment results across

different typologies of assessment.- Measure the impact of self-assessment

and learning gains on final exam scores.

EFFECTIVE SELF-ASSESSMENT• Both high and low-performer groups correctly self-assess

their performance Contrast with previous literature.• Objective and subjective confidence measures align.

LEARNING GAINS through PEER-INSTRUCTIONLearning gain = % correct answers between Round 2 & 1 Higher for low-performers and for high-dispersion. Independent of student confidence in their performance.