Assessment in Online Courses
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Assessment in Online CoursesGerd KortemeyerMichigan State University
APS/AAPT 2013Department Chairs Conference and Workshop
Workshop Accesshttps://s10.lite.msu.edu/Username: the email address with which you registered, all lowercasePassword: APS/AAPT
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Background - MyselfHave run
◦completely online large enrollment algebra-based physics courses
◦completely online physics preparation courses “remedial” math, etc.
◦blended 120-student calculus-based physics courses
Director of LON-CAPA and CourseWeaver Projects
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Background – Physics at MSUMSU has been running completely
online and blended large enrollment physics courses for over a decadeLike many other departments, way beyond
the “bubble”Essential and integral part of our
curriculum“Online” is more than just MOOCs
The courses that I have been teaching did not use a printed textbook
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Background - PlatformLON-CAPAFree open-source systemHas been used for almost 8000
courses at 160 institutionsCombines granular reading
materials and assessment resources into online coursepacks
All content shared
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Background - Platform
Over 440,000 resources, text and assessment combined
200,000 online assessment problems
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Background - PlatformEvery student gets a different
version of the same problem◦Different numbers, graphs, formulas,
options, images, movies◦Students can collaborate, but not
simply copy answer
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Background - Platform
Simple numerical response
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Background - PlatformDifferent formulas, same concept
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Background - PlatformDifferent formulas, infinitely many
correct answers
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Background - Platform
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Background - Platform
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Background - Platform
Lifting/lowering,speeding up/slowing down,different numbers
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Background - Platform
Same options, but different one is correct
Need to change this, too
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Background - PlatformUsing answer provided by learning in subsequent part
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Background - PlatformTwo ways howthe paper couldslide off the fridge:
•Magnet slides offpaper•Paper and magnetslide off fridge
Depending onvalues, one or theother decides.
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AssessmentAssessment: Feedback to learners
and instructorsFormative assessment:
◦Students can keep track of their own learning Students do not fall behind
◦Instructors keep track of their students’ learning Instructors can adapt the teaching to the
learningSummative assessment: exams
◦Technology allows for frequent exams
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AssessmentEmbedded and integrated into
instruction◦Bloom’s Taxonomy
Embedded reading questions
End-of-chapter questions, exams
Projects, papers
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AssessmentTeaching
and assessment combined◦Low Bloom
level embedded into reading
◦Higher level as homework, later duedate
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AssessmentFeedback at
every level to◦learner◦instructor◦author
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Feedback
Difficult problems
Discussions
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Feedback
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Feedback
DiscussionsEncouraged, since all students have different versions.Feedback and peer-instruction.
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Good and not-so-good behaviorSelf-reported: what do students
do?
Gerd Kortemeyer, Gender differences in the use of an online homework system in an introductory physics course, Phys. Rev. ST Phys. Educ. Res. 5, 010107 [8 pages] (2009)
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Good and not-so-good behavior
1.0E+00 1.0E+01 1.0E+02 1.0E+03 1.0E+04 1.0E+05 1.0E+06 1.0E+070
102030405060708090
100
Male (N=85070)Female (N=126047)
Seconds between Subsequent Submissions
Inte
gral
Sub
mis
sion
[Per
cent
]
1 min 1 hr
Gerd Kortemeyer and Peter Riegler, Large-Scale E-Assessments, Prüfungsvor- und -nachbereitung: Erfahrungen aus den USA und aus Deutschland, Zeitschrift für E-Learning, Volume 5, Issue 1, (2010)
Tim
e it
take
s to
read
pr
oble
m
Guessing
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Good and not-so-good behaviorStudents do not always take
optimal advantage of◦the offered formative assessment
more in a later session◦the online materials
But in spite of that: it works, mostly!
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Learning SuccessIn several semesters, gave same
or similar final exams for blended and completely online sections◦Controlled environments for all
sections Bubble sheet in-class External proctors the exception for
completely online students, most took in-class exams
What do you think was the outcome?
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Learning SuccessThe online course did slightly better
(large numbers, so even significantly)◦In other words: traditional lecture was
not helpful Caveat: these students were self-selected Important: this was not my course
Now using clickers and PER in lecture, which hopefully would shift the result
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Learning SuccessTraditional lectures:
◦Fun for us, since we like to hear ourselves talk◦Students might think they make a difference
But they don’t◦And yes, even the most charismatic lecturer
cannot bring about better learning Only more excitement and appreciation for the
subject Not to be underestimated!
But in the end, the learner has to do the hard work◦Thus, formative assessment!
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Learning SuccessOn the other hand, online
assessment does make a difference
Rewind way earlier, over a decade, before the department was lon-capsized
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Learning Success
• Intro Physics for Scientists and Engineers• Moved to blended format• Grades in years before and after online homework
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Learning Success
Mostly helped students who are on the brink of failing the course.
Fail
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Learning SuccessGender-specificFirst semester
(black):◦No online
homework◦Gender gap
Second semester(gray):◦With online
homework◦Less gender-gap
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SummaryTraditional lectures are uselessFormative assessment is good
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Thank you!Gerd Kortemeyer
Workshop Accesshttps://s10.lite.msu.edu/Username: the email address with which you registered, all lowercasePassword: APS/AAPT