About a year ago, I switched from using clickers in my classes to a web-based classroom response system (CRS) – Lecture Tools – where students bring their own internet-enabled devices (BYOD), as I’ve mentioned here before. After three terms, I am generally happy with the system as a replacement for clickers, and I’ll likely talk more about that later.
This is a rather rambly account of something small I tried that worked out. I’m hoping that it might be of use/interest to other folks (or, at least, maybe some of the references will be). Oh, and it has a bit of my philosophy on class attendance. (I’m sure you were curious!) Read the rest of this entry »
Sarah L. Eddy and Kelly A. Hogan (2014) recently published a paper “Getting Under the Hood: How and for Whom Does Increasing Course Structure Work?”, a nice example of the next wave of discipline-based educational research (DBER) that goes beyond asking “Does active learning work?” to explore details of how active learning interventions actually work, and differential impacts on sub-populations of students. Here, Eddy and Hogan describe their results of a study based on the work led by Scott Freeman at the University of Washington (see Freeman et al. 2011, Haak et al. 2011).
Last fall, I read an article in CBE-Life Sciences Education by Kathrin F. Stanger-Hall, Multiple-choice exams: an obstacle for higher-level thinking in introductory science classes. (CBE-Life Sciences Education, 2012, Vol 11(3), 294-306.) I was interested and disturbed by the findings … though not entirely surprised by them. When I got the opportunity to choose a paper for the oCUBE Journal Club, this was the one that first came to mind, as I’ve wanted to talk to other educators about it. I’m looking forward to talking to oCUBErs, but I suspect that there are many other educators who would also be interested in this paper, and some of the questions/concerns that it prompts.
Stanger-Hall conducted a study with two large sections of an introductory biology course, taught in the same term by the same instructor (herself), with differences in the types of questions used on tests for each section. One section was tested on midterms by multiple-choice (MC) questions only, while midterms in the other section included a mixture of both MC questions and constructed-response (CR) questions (e.g., short answer, essay, fill-in-the blank), referred to as MC+SA in the article. She had a nice sample size: 282 students in the MC section, 231 in the MC+SA section. All students were introduced to Bloom’s Taxonomy of thinking skills, informed that 25-30% of exam questions would test higher-level thinking*, and provided guidance regarding study strategies and time. Although (self-reported) study time was similar across sections, students in the MC+SA section performed better on the portion of the final exam common to both groups, and reported use of more active study strategies vs. passive ones. Despite higher performance, the MC+SA students did not like the CR questions, and rated “fairness in grading” lower than those in the MC-only section. (I was particularly struck by Figure 4, illustrating this finding.)