Presentation is loading. Please wait.

Presentation is loading. Please wait.

Preliminary Results of Audience Response System Use For Conceptest Evaluation in Large- Lecture Introductory Geology Classes Ann E Holmes Univ. of Tennessee,

Published byRodney Sharples Modified over 9 years ago

Similar presentations

Presentation on theme: "Preliminary Results of Audience Response System Use For Conceptest Evaluation in Large- Lecture Introductory Geology Classes Ann E Holmes Univ. of Tennessee,"— Presentation transcript:

1 Preliminary Results of Audience Response System Use For Conceptest Evaluation in Large- Lecture Introductory Geology Classes Ann E Holmes Univ. of Tennessee, Chattanooga Ann E Holmes Univ. of Tennessee, Chattanooga

2 Acknowledgments Research Funded by NSF-CCLI Grant #0716290 Lead colleagues David Steer, Julie Libarkin - University of Akron Other collaborators Arizona State University – Steve Semken California State University, Fullerton - ? Community College of Rhode Island - Kortz University of North Carolina, Charlotte - Jake Armour

3 What are Conceptests? Multiple-choice questions used to: –Explore depth of student understanding –Provide timely feedback for students and instructors –Facilitate peer instruction and just-in-time teaching –Utilize Bloom’s Learning Domains Knowledge Understanding Application Analysis Synthesis Evaluation

4 Where Can I Find Conceptests? / Available online: http://serc.carleton.edu/introgeo/ conceptests/index.html http://serc.carleton.edu/introgeo/ conceptests/index.html

5 Large-lecture Intro Physical Geology Classes at UTC Semester class 80-120 students in theatre-style room Meets 2 times/week for 1 hr 15 min. 3 exams & a final (all scantron) Multiple choice with 10 pt essay

6 i>clicker use engages students provides anonymity active learning provides practice answering questions before the exam instructor knows if material needs more discussion http://www.colorado.edu/CNS/cuclickers/instructors/i mages/pcinstall_08_V2.jpg

7 Suggestions for i>clicker use Provide reward points Keep reward small (mine is 2 pts maximum per session) Use similar conceptest questions on exams https://blackboard.uic.edu/bbcswebdav/users/garay/ta lks/Reach2009/reach20095.html

8 Examples of Conceptest Questions

9 Open, Closed, Isolated Systems Question #1 ind. response Which system icon below represents an isolated system? AB C

10 Open, Closed, Isolated Systems Question #2 after peer review Which system icon below represents an isolated system? AB C

11 Open, Closed Isolated Systems Question #3 similar question What type of system is represented here? a.Open b.Closed c.Isolated

12 Systems Exam Question Two systems (fishbowls with migrating fish) in the photo below are considered __ systems. a. isolated b. closed c. open d. transparent e. eco-

13 Systems Exam Question Answer Two systems (fishbowls with migrating fish) in the photo below are considered __ systems. a. isolated b. closed c. open d. transparent e. eco- 98.6% gave correct answer

14 Plate Tectonics Map #1 individual response Examine the map and answer the question that follows. How many plates are present? a. 3 b. 4 c. 5 d. 6

15 Plate Tectonics Map #1 After peer review Examine the map and answer the question that follows. How many plates are present? a. 3 b. 4 c. 5 d. 6

16 a. 3 b. 4 c. 5 d. 6 PT Question #1 Similar Concept Examine the map and answer the question that follows How many plates are present?

17 PT Exam Question How many lithospheric plates are located in the map below? a. 5 b. 4 c. 3 d. 2 e. 1

18 PT Exam Question Answer 87.8% gave correct answer How many lithospheric plates are located in the map below? a. 5 b. 4 c. 3 d. 2 e. 1

19 Earthquake Question #2 ind. response Which of the maps below best represents the distribution of magnitude 6 or greater earthquakes in South America within a decade?

20 Earthquake Question #2 peer review Which of the maps below best represents the distribution of magnitude 6 or greater earthquakes in South America within a decade?

21 Earthquake Question #2 similar question Which of the maps below best represents the distribution of magnitude 6 or greater earthquakes in North America within a decade?

22 E’quake Exam Question Which of the maps below best represents the distribution of magnitude 6 or greater earthquakes in South America within a decade?

23 E’quake Exam Question Answer Which of the maps below best represents the distribution of magnitude 6 or greater earthquakes in South America within a decade? 86.4% chose A as correct answer

24 Table of Clicker Results Plate Tect.E’quake Spring 2009 n=~70 Ind 30.5% Peer 54.0% Sim 91.5% Ind 39% Peer 81% Sim 86% Fall 2009 n=~60 Ind 30.5% Peer 54.0% Sim 91.5% Ind 85% Peer 95% Sim 82%

25 Addressing Bloom’s Taxonomy of Learning Through Effective Clicker Questions

Download ppt "Preliminary Results of Audience Response System Use For Conceptest Evaluation in Large- Lecture Introductory Geology Classes Ann E Holmes Univ. of Tennessee,"

Similar presentations

Clickers: A Touch of Class Clickers: What are They? Clickers are Personal Response Systems that provide instructors with instant feedback from informal.

Clickers: A Touch of Class Clickers: What are They? Clickers are Personal Response Systems that provide instructors with instant feedback from informal.
Student Concepts of Gravity in Introductory Astronomy and Physics Courses Jack Dostal* and David Meltzer Iowa State University Department of Physics and.

Student Concepts of Gravity in Introductory Astronomy and Physics Courses Jack Dostal* and David Meltzer Iowa State University Department of Physics and.
Assessment with LON-CAPA Username: Your “Alias” Password: purdue Select: LB 272 – Intro Physics …

Assessment with LON-CAPA Username: Your “Alias” Password: purdue Select: LB 272 – Intro Physics …
Designing a seismic array: A brief in-class activity Erica Emry – Penn State University Summary: Following some initial lecture on the basics of seismic.

Designing a seismic array: A brief in-class activity Erica Emry – Penn State University Summary: Following some initial lecture on the basics of seismic.
BLENDED LEARNING UNIT A Centre for Excellence in Teaching and Learning (Part of the University of Hertfordshire Learning and Teaching Institute) Conclusions.

BLENDED LEARNING UNIT A Centre for Excellence in Teaching and Learning (Part of the University of Hertfordshire Learning and Teaching Institute) Conclusions.
Replacing “Traditional Lectures” with Face-to-Face Directed Problem Solving Sessions and On-Line Content Delivery David G. Meyer Electrical & Computer.

Replacing “Traditional Lectures” with Face-to-Face Directed Problem Solving Sessions and On-Line Content Delivery David G. Meyer Electrical & Computer.
A Faculty Team Works to Create Content Linkages among Various Courses to Increase Meaningful Learning of Targeted Concepts of Microbiology Gili Marbach-Ad,

A Faculty Team Works to Create Content Linkages among Various Courses to Increase Meaningful Learning of Targeted Concepts of Microbiology Gili Marbach-Ad,
More Writing But Less Grading: Calibrated Peer Review™ Share The Future IV - Tempe, AZ John Wise The Pennsylvania State University.

More Writing But Less Grading: Calibrated Peer Review™ Share The Future IV - Tempe, AZ John Wise The Pennsylvania State University.
V v Multiple-Choice Testing to Teach Scientific Reasoning and Prepare Psychology Students for MCAT2015 Kathryn Becker-Blease 1, Courtney Stevens 2, Melissa.

V v Multiple-Choice Testing to Teach Scientific Reasoning and Prepare Psychology Students for MCAT2015 Kathryn Becker-Blease 1, Courtney Stevens 2, Melissa.
Online community-building techniques contributed to student success in a face-to-face large-enrollment rigorous undergraduate course Cara H. Cario, Ph.D.

Online community-building techniques contributed to student success in a face-to-face large-enrollment rigorous undergraduate course Cara H. Cario, Ph.D.
Data Collection and Preliminary Analysis Our survey addressed the first two of the questions presented in this study. The Qualtrics survey was framed by.

Data Collection and Preliminary Analysis Our survey addressed the first two of the questions presented in this study. The Qualtrics survey was framed by.
METHODS Study Population Study Population: 224 students enrolled in a 3-credit hour, undergraduate, clinical pharmacology course in Fall 2005 and Spring.

METHODS Study Population Study Population: 224 students enrolled in a 3-credit hour, undergraduate, clinical pharmacology course in Fall 2005 and Spring.
Clickers in the Classroom Monday Models Spring 08 source:

Clickers in the Classroom Monday Models Spring 08 source:
Workshop on Teaching Introductory Statistics Session 2b: Planning the Use of Activities Roger Woodard, North Carolina State University Ginger Holmes Rowell,

Workshop on Teaching Introductory Statistics Session 2b: Planning the Use of Activities Roger Woodard, North Carolina State University Ginger Holmes Rowell,
Flipping the Classroom and Lecture Capture Active Learning in Organic Chemistry cCWCS Workshop Charlotte, NC Vincent Maloney.

Flipping the Classroom and Lecture Capture Active Learning in Organic Chemistry cCWCS Workshop Charlotte, NC Vincent Maloney.
Chapter 3: Earthquakes Visit the Online Learning Centre at www.mcgrawhill.ca/college/plummerwww.mcgrawhill.ca/college/plummer Chapter 3: Earthquakes What.

Chapter 3: Earthquakes Visit the Online Learning Centre at Chapter 3: Earthquakes What.
Student Centered Teaching Through Universal Instructional Design Part II.

Student Centered Teaching Through Universal Instructional Design Part II.
SITE Conference – 3/2003 1 Successful Online Assessment, Evaluation, and Interaction Techniques Presented by: Dr. Barbara K.Mckenzie – Dept. of MIT, State.

SITE Conference – 3/ Successful Online Assessment, Evaluation, and Interaction Techniques Presented by: Dr. Barbara K.Mckenzie – Dept. of MIT, State.
Marina Milner-Bolotin Davor Egersdorfer and Murugan Vinayagam Canadian Association of Physicists’ Congress 2015 Investigation of PeerWise Pedagogy to Promote.

Marina Milner-Bolotin Davor Egersdorfer and Murugan Vinayagam Canadian Association of Physicists’ Congress 2015 Investigation of PeerWise Pedagogy to Promote.
Five Ways to Motivate e-Students Johannah Casey-Doecke, Ph.D. E-Course Designer and Online Lecturer 1.Be a Leader. Methods:  Provide clear directions.

Five Ways to Motivate e-Students Johannah Casey-Doecke, Ph.D. E-Course Designer and Online Lecturer 1.Be a Leader. Methods:  Provide clear directions.

Similar presentations

Ads by Google