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Abstract Title: Students' Perceptions of a Self-Diagnosis Task
Abstract: Teachers frequently make sample solutions available to their students, expecting them to learn from their mistakes. However many teachers are concerned that only few of their students engage in such an activity. What happens when students are given time and credit for identifying mistakes they have made by referring to the sample solution? What do students believe qualifies as "diagnosis"?

Our data consists of diagnosis work by 180 Arab-Israeli high school physics students, and 30 American students taking introductory algebra based physics. The findings indicate that while the instructor expected students to focus on the weaknesses of their solutions, many reflected also on their personal involvement in the solution process, their opinion as to the adequacy of the problem statement, etc. Students used the sample solution as a template and identified as deficiency any external deviation of their solution from it.
Abstract Type: Targeted Poster
Targeted Session: Negotiating Meaning: The Role of Assessment Rubrics and Diagnostic Guidelines

Author/Organizer Information

Primary Contact: Rafi' Safadi
The Academic Arab College for Education in Israel, Haifa; Department of Science Teaching, Weizmann Institute of Science
and Co-Presenter(s)
Edit Yerushalmi, Department of Science Teaching, Weizmann Institute of Science.