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Abstract Title: Assessment of student-driven multi-level homework
Abstract: We are investigating interactions with student-driven, multi-level homework as part of our Integrated Learning Environment for Mechanics.  Student-driven means that students choose their assignment from a set of "easy" (fewest points), "medium", and "hard" (most points) problems subject to accruing a specific number of total points.  Problem levels were determined a priori based on the cognitive load of the required tasks [1] and our opinion of overall challenge.  We are assessing student interactions and performance on these problems in a number of ways: item response theory, time on task, and choice of level. We will present our findings and discuss further studies of the impact that multi-level, student-driven assignments have on students' learning.

[1] R. Teodorescu, Cognitive Development in Introductory Physics: A Research-Based Approach to Curriculum Reform, Ph.D. Dissertation, The George Washington University, 2009.
Abstract Type: Contributed Poster

Author/Organizer Information

Primary Contact: Raluca E. Teodorescu
Massachusetts Institute of Technology
Department of Physics
77 Massachusetts Ave.
Cambridge, MA 02139
Phone: 617-324-4528
Fax: 617-253-4876
and Co-Presenter(s)
Daniel T. Seaton, Massachusetts Institute of Technology
Analia Barrantes, Massachusetts Institute of Technology
Carolin Cardamone, Massachusetts Institute of Technology
Andrew W. Pawl, University of Wisconsin - Platteville
Saif Rayyan, Massachusetts Institute of Technology
David Pritchard, Massachusetts Institute of Technology