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Abstract Title: Analysis of computation-based formative feedback
Abstract: The updated Next Generation Science Standards place an emphasis on computational integration into science classrooms through the inclusion of mathematics and computational thinking; however, research focused on understanding the impacts and methods of computational integration is still in its infancy. Important questions around activity design and assessment remain unanswered and understudied. In this paper, we present an initial case study of one classroom that integrates computation into a second semester, introductory level physics class. In the course, instructional staff use formative feedback as an assessment tool to both evaluate students and help them develop computational practices. Instructor feedback for several years was coded for repeating trends, resulting in 3 categories of feedback: praise, notice and suggestion. An examination of the data revealed that the feedback is helping to develop positive norms around collaborative computational practices, but little attention is paid to the development of computational thinking practices.
Abstract Type: Contributed Poster Presentation
Session Time: Poster Session 2 Room C
Poster Number: 2C-11

Author/Organizer Information

Primary Contact: Tyler Stump
Michigan State University Department of Biosystems Engineering
East Lansing, MI 48823
Phone: 7342232727
and Co-Presenter(s)
Dr. Daryl McPadden, Michigan State University Department of Physics and Astronomy
Dr. Paul W. Irving, Michigan State University Department of Physics and Astronomy