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Abstract Title: Scalable, pencil-and-paper homework with metacognitive student outcomes and minimal instructor time
Abstract: Homework lets students practice the problem-solving process. The focus on process, rather than final answer, is particularly important. Unfortunately, many online homework systems, and some traditional pencil-and-paper strategies, grade based on the correct answer rather than students' written thought process. This can shift student focus away from the process. We have scaled a homework structure that emphasizes the problem-solving process and metacognitive reflection. Students are required to follow a problem-solving format developed previously, which has been shown to increase student metacognition.* In our procedure, students self-grade the completeness of their homework, and instructors perform a specific spot-check to increase student accountability. The spot-check takes minimal instructor time to administer and therefore can be scaled to large courses. Additionally, this homework structure shows high student satisfaction by the end of the term.
Abstract Type: Contributed Poster Presentation
Session Time: Poster Session 2 Room A
Poster Number: 2A-10

Author/Organizer Information

Primary Contact: Jerry Liu
University of California-Irvine, Department of Physics & Astronomy
Irvine, CA 92697
Phone: 9498292822
Co-Author(s)
and Co-Presenter(s)
Alphonse Do, University of California-Irvine, Department of Physics & Astronomy
Laura Tucker, University of California-Irvine, Department of Physics & Astronomy