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Abstract Title: Using cueing from paired questions to engage students in reflective thinking
Abstract: We have tested the effectiveness of using paired multiple-choice questions to improve student performance on conceptual multiple-choice questions. The paired questions were designed such that they highlighted different independent or dependent variables in contrasting cases, or they asked about different concepts that students often confuse for each other, such as electric potential and electric field. Overall, we demonstrate that we are able to increase student performance, but for many question pairs the cueing has the opposite effect and student performance in decreased. These results have implications for the design of short-answer physics questions in learning and assessment situations.
Abstract Type: Contributed Poster Presentation
Session Time: Poster Session II
Poster Number: B76
Contributed Paper Record: Contributed Paper Information
Contributed Paper Download: Download Contributed Paper

Author/Organizer Information

Primary Contact: Joss Ives
University of British Columbia
and Co-Presenter(s)
Jared Stang, University of British Columbia