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Ivie barth slideshare assignment
- 1. USING ONLINE REPEATABLE QUIZZES TO ENHANCE STUDENT LEARNING Jennifer L. Ivie Barth Northeastern State University December 12, 2011
- 2. THE PROBLEM
- 3. THE PROBLEM “My students don‟t read the textbook.”
- 4. THE PROBLEM “I can‟t move past the basic concepts because my students don‟t study.”
- 5. THE PROBLEM “The students in my class are not at the same level. I can‟t move on to the next topic.”
- 6. THE PROBLEM “I don‟t have time in class to cover all the material and do formative assessments.”
- 7. THE SOLUTION
- 8. THE SOLUTION Low-stakes, Online, Repeatable Learning Checks
- 9. WHY? • Online assessment • K-12, and other standardized tests already online (Bennett, 2002) • Easier access for students (Brooks, Nolan, & Gallagher, 2003) • Can be used to enhances self-regulated learning (Nicol & Milligan, 2006) • Can be used to remediate deficiencies, automate homework grading, and guide study time toward problem solving (Toback, Mershin, & Novikova, 2005)
- 10. WHY? • Repeatable quizzing • Keller Plans (1968) • Personalized Systems of Instruction = UDL (Brothen & Wambach, 2003) • Found most valuable tool in online microeconomics course (Brown & Liedholm, 2004) • Encourages mastery learning (Brooks, Nolan, & Gallagher, 2003) • Mastery learning extremely successful (Bloom, 1976) • Formative assessment with feedback promotes student learning (Nicol & Milligan, 2006) • Shown to aid in decreasing DFW rates (Twigg, 2004)
- 11. DECISIONS TO MAKE • Give correct answer or not? • With or without feedback? • Graded or ungraded? • Timed or untimed? • Number of questions each time? • Limited or unlimited number of attempts?
- 12. STEPS 1. Build item pool 2. Enter item pool into Blackboard 3. Set up repeatable quiz parameters on Blackboard Let Blackboard to the rest!
- 13. SIDE NOTE… Most instructors and test bank writers do NOT write good test questions & Many students are test savvy
- 14. SIDE NOTE… • Some hints for writing good test questions • Align the questions with learning outcomes • Match the question type to the Bloom‟s taxonomy level • Avoid using negatives in the question • Avoid giving information in the stem that can give the answer to another question • Avoid clues in the stem (e.g., grammatical)
- 15. SIDE NOTE… • General test question patterns that test savvy students pick up on • The middle answer (or C) is usually correct • The longer answer is usually correct • The „different‟ answer is usually correct • “All of the above” or “None of the above” is usually the correct answer
- 16. LESSONS LEARNED • Use Respondus to forbid screen capturing • Shorten time for quizzes • Limit number of attempts • Larger item pools are better • Simple item analysis limitations • Scores positively correlated with effort (Johnson, Joyce, & Sen, 2002)
- 17. QUESTIONS???