Scaffolding Online Math HW for Effective Assessment Kristin Lassonde - Contra Costa College MathFest - Saturday July 29, 2017

Kristin Lassonde Spring 2017 Community College Undergraduate Research Class Image Credit: Tim Gleason

What is the problem? Students score 100% on Online HW Then score much lower on in-class assessments Therefore, Online HW is not effective Instructors can’t gauge student understanding Students don’t know what they don’t know

Why does this happen? (Part 1) Resources are integrated into Online HW Hints, Video Tutorials, Similar Problems, Examples from the Textbook, Discussion Boards, Online Tutors available 24/7, Convenient Links to Email the problem to the instructor, etc.

Why does this happen? (Part 2) Online HW Settings Optimized for Learning (and not for assessing) Frequently problems have unlimited attempts Frequently Online HW assignments are not timed

Why does this happen? (Part 3) Students are incentivized to score 100% Students want to maximize their HW score, the one part of the grade they feel they have ‘control’ over Some problems are static or have limited variations Students keep submitting until they score the points, regardless of understanding

The Wrong Solutions Don’t use Online HW since it is ineffective! Don’t include Online HW as part of the grade! Only allow 1 attempt on Online HW problems! Turn off the Online HW resources! Just make Online HW optional!

Just assign book HW! That’s how I learned math and I turned out just fine!

NO!!! Online HW has numerous benefits! Recommendation: Don’t throw out the good with the bad! Let’s solve the actual problem Recommendation: Scaffold Online HW for Effective Assessment

Scaffolding Examples Online HW Assignment Settings Include Proctored Assessment Comprehensive Assignments Adaptive or Choice of Assignments Allow for Remediation Frequent Deadlines

1. Online HW Assignment Settings Integrate other Required Assignments “Quizzes”, “Tests”, “Practice Exams” Implement Prerequisite Assignments Utilize pooling features Helps in creating varied assignments

Online “Quizzes” Remove Resources Timed Assignment Mixture of Content Entire Assignment Submitted at Once Minimum Score to Go On Coordinate with Campus Tutors Still Offer Multiple Attempts

Online “Tests” Similar to Online “Quizzes”, except: Longer than “Quizzes” One Attempt or Limited Attempts Creates anxiety similar to in-class assessments Offline opportunities to remediate

Definition: Exam I use the term Exam to indicate a comprehensive and proctored assessment. I use this term to distinguish “Exams” from “Tests” or “Quizzes” from their online HW, which might be non-comprehensive or offered in a non-proctored environment.

Online “Practice Exams” Offer a “Practice” exam For F2F classes, I typically require this in class For online classes, this may be non-proctored Grade is a completion-based HW grade Only One attempt on “Practice Exam” Required remediation prior to graded Exam

2. Include Proctored Assessment With all this scaffolded online HW, PROCTORED ASSESSMENT is still an essential component For F2F, proctored assessment may be in class For online classes, require proctored assessment Include 1-2 scheduled exams in course description Utilize local testing centers or other proctoring services such as: ProctorU or the public library

3. Comprehensive Assignments Many Online HW Assignments are NOT comprehensive! Students score 100% on Ch 3 Section 4 HW but then never practice 3.4 again until the Exam Include COMPREHENSIVE Assignments Adaptive or choice of assignments empowers students of varying skill levels

4. Allow for Remediation (Part 1) Anxiety!!! Math Anxiety! Test Anxiety! Allow opportunities for remediate and educate students about these opportunities to alleviate students’ anxiety

4. Allow for Remediation (Part 2) ALWAYS allow opportunities to remediate High anxiety students will be more tempted to cheat if they only get one chance Opportunities to remediate helps keep students motivated to learn and persist For me, the only thing final is the final exam Mastery-based grading-esque

5. Frequent Deadlines Keeps students working regularly Encourage students to work ahead Easy to spot students who are falling behind

Kristin Lassonde Prof.Lassonde@gmail.com (510) 775–0286 Thanks! Kristin Lassonde Prof.Lassonde@gmail.com (510) 775–0286