1. Impact on Learning: Feedback in On-line Assignments
Improving calculus-based introductory physics at Iowa State
Phys 221 and 222, enrollment Fall and Spring Semester
Online assignments vs paper assignments
Feedback in online assignments
Impact on student learning
Craig Ogilvie, Department of Physics and Astronomy

2. Assignments/Problem Sets in Physics Courses
Weekly, six to eight problems, each problem ~ ½ page algebra
typically 10-15% of final grade
Hand-written solutions handed in to TA
usually before or after weekly recitation session with TA
TA grades ~ 50 problem sets per week, up to 400 questions
perfunctory, partial grading,
little or no feedback to student a week later
record-keeping error prone

3. Possible Benefits of Online Assignments
Feedback to each student
faster
specific to mistakes that the student made
studies on written feedback have shown both are important
Reduction of grading load on TAs
TA time can be used in more effective ways
Long-term potential
tailoring of assignments to student skill profile

4. Assignments Typical end-of-chapter problems
students would print these out and work offline
up to 10 multiple choice options
Feedback given immediately student submitted work
number questions right
full solutions
specific advice if they got a wrong answer
Growing pool of questions
students would randomly receive different problems

5. Impact of Timeliness of Feedback
Randomly split students into two groups for one assignment
group A received immediate feedback on problem set
group B received feedback after due date of problem set
typically one to two days later
Any difference in learning the physics of this assignment ?
scores on standard magnetism diagnostic
I did not study
online vs paper assignments
others have found small difference, Mestre et al.
feedback vs no feedback

6. Average Gains vs Timing of Feedback
Group A received immediate feedback on assignment
Group B received feedback delayed by 1-2 days
Post-instruction diagnostic 10 days after assignment
Gain measured for related questions
t-test, n ~100, p=0.12
likely difference in <post>
students immediate feedback
learned more, 5% higher gain

7. Next Steps Include help/advice/hints for each question
links to textbook resources
video clips of similar worked problems
Figure out how to develop a skill profile
for each question rank skills needed
e.g. calculus, trig., problem set up
use this to update student’s profile in these areas
tool for students to assess where they need improvement