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Program Management System - 21st BCCE - Clickers: From Classroom Practice to Research Tool - Rapid knowledge assessment: Correlating student reported immediate first steps and problem solving efficiency

Paper Title: Rapid knowledge assessment: Correlating student reported immediate first steps and problem solving efficiency
Symposium: Clickers: From Classroom Practice to Research Tool
Session: Part 1 of 2 [2010-08-02 14:00:00 - 17:00:00]
Paper Start Time: 16:20:00
Author: Erin O'Connell
Presenter: Erin O'Connell
CoAuthors: Kristen Murphy
Abstract: Traditionally the primary method of assessing a studentís knowledge has been performance-based assessments. Cognitive load theory, a theory from cognitive psychology, has been applied in mathematics where expertise or problem solving efficiency of a student was assigned based on a rapid-measurement scheme assessing which immediate first step was taken in the problem-solving process. This measurement coupled with a measure of the studentís reported mental workload provided greater insight into the problem-solving strategies employed by the student than performance alone. Additionally, once expertise can be approximated, instructional strategies can be tailored to further enhance performance on subsequent assessments where research has shown the lower expertise students performed better after instruction with worked examples while higher expertise students performed better with problem solving instructions. Modeled after the rapid-measurement scheme utilized in mathematics, a rapid knowledge assessment (RKA) for preparatory and introductory college chemistry has been developed. Efficiency in studentsí problem solving strategies is assessed through the reported immediate first step, overall correct or incorrect response to the exercise and student reported mental effort. Validation of this instrument will be reported; including mirrored studies with both open-ended response and (electronic) multiple-choice responses, expert analysis of student responses, and student problem solving strategies as reported through think-aloud protocols. Data were also collected using an eye-tracker to assess validity and reliability of the multiple choice options provided in the classroom.
Abstract File:
Concept: Using clickers to analyze students problem solving efficiency
Special Equipment:
Demo Information:
Requested Duration: 00:20:00

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