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Abstract Title: Losing it: The influence of losses on individuals' normalized gains
Abstract: Researchers and practitioners routinely use the normalized gain (Hake, 1998) to evaluate the effectiveness of instruction. Normalized gains (g) have been useful in distinguishing active engagement and traditional instruction. Recently, concerns were raised about the normalized gain because it implicitly neglects retention (or equivalently "losses"). That is to say, the Hake gain assumes no right answers become wrong after instruction. We analyze individual standardized gains (G) and losses (L) from data collected at Harvard University during the first five years that Peer Instruction was developed. Over the first five years, we find that gains increased and losses decreased. Furthermore, we find that the difference between g and G-L is negligible for students with higher normalized gains but sizable for students with lower normalized gains. The usefulness of looking into metrics of loss over the course of a semester warrants further research, particularly with different student populations.
Abstract Type: Contributed Poster

Contributed Poster

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Author/Organizer Information

Primary Contact: Kelly Miller
McGill University
and Co-Presenter(s)
Nathaniel Lasry, John Abbott College
Orad Reshef, McGill University
Eric Mazur, Harvard University