Observing the Effects of Online Assessment for High School

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Josh Bergerson
Data collected over
a unit of study
Students split into
two groups
No difference in
achievement
Differences in
attitudes
Purpose
• Justification of Study
• Research Questions
Background
• Role of Feedback
• Online Assessment Programs
Data Collection
• Set up
• Methods
• Tools
Findings
• Test results
• Homework completion rate
• Survey results
Conclusions
• Textbook vs. online homework
Plan of Action
• Effects on students
• Effect on teacher
Likelihood
of
completing
assignments
Impact of
improved
feedback on
achievement
Access to
technology
needed
Immediate feedback
may increase
retention of correct
response.
Detailed feedback
increases
understanding more
than limited feedback.
Current research
focus is on intro
level college
courses
Various studies
range from finding
no effect to a
positive effect
Most positive
effects occur
when compared
to no homework
Background: Online Assessment Programs
Chemistry
Physics
•
•
•
•
•
•
•
•
3 periods
1 control = 17
2 experimental = 18
10th & 11th grade
2 periods
1 control = 10
1experimental = 16
11th & 12th grade
Total Control = 27 students
Total Experimental = 34 students
Physics Test Results
Test
Pre-test
Post-test
M
S.D.
M
S.D.
Improvement
Control
23.33
14.49
80.00
7.63
56.67
Group
Experimental p value
27.11
11.40
0.50
77.73
15.60
0.30
50.62
0.19
Chemistry Test Results
Test
Pre-test
M
S.D.
Post-test M
S.D.
Improvement
Control
42.08
11.86
65.76
12.50
23.68
Group
Experimental p value
36.00
13.29
0.19
61.47
17.44
0.42
25.47
0.94
Findings: Survey Results (Scaled)
Answers that
differed from
expected were:
Students needed
help to complete
assignments
Students preferred
opposite
homework method
Prefer
textbook
based
assignments
Needed
outside
help
Question 1: Method of
Getting Correct Answer
Tried again
Asked for help
Went to next question /
gave up
Got upset
Used hint
Control
12
14
5
3
-
Frequency
Experimental Combined
27
39
4
18
12
17
2
7
5
7
Textbook
Computer
Increase
confidence
in program
Utilize
feedback
system
Students
Need
To…
Build
computer
skills
Improve
time
management
Teachers
need
to…
 Arasasingham, R. D., Marorell, I., & McIntire, T. M. (2011).
Online Homework and Student Achievement in a Large
Enrollment Introductory Science Course. Journal of College
Science Teaching , 40, 70-79.
 Bonham, S., & Beichner, R. (2001). Online Homework:
Does It Make a Difference? The Physics Teacher , 39, 293296.
 Cole, R. S., & Todd, J. B. (2003). Effects of Web-Based
Multimedia Homework with Immediate Rich Feedback on
Student Learning in General Chemistry. Journal of Chemical
Education , 80, 1338-1343.
 Epstein, M. L., Epstein, B. B., & Brosvic, G. M. (2001).
Immediate Feedback During Academic Testing.
Psychological Reports , 88, 889-894.
 Freasier, B., Collins, G., & Newitt, P. (2003). A Web-Based
Interactive Homework Quiz and Tutorial Package To
Motivate Undergraduate Chemistry Students and
Improve Learning. Journal of Chemical Education , 80, 13441347.
 Glanz, J. (2003). Action Research: An Educational Leader's
Guide to School Improvement (2nd Edition ed.). Norwood,
Massachusetts: Christopher-Gordon Publishers, Inc.
 Johnson, A. P. (2012). A Short Guide to Action Research (4th
Edition ed.). Pearson Education Inc.
 Richard-Babb, M., Drelick, J., Henry, Z., & RoberstsonHonecker, J. (2011). Online Homework, Help or
Hindrance? What Students Think and How They Perform.
Journal of College Science Teaching , 40, 81-93.
 Sapling Learning. (n.d.). Normangee ISD-Normangee HSChemsitry. Retrieved from Sapling Learning Web site:
hs.saplinglearning.com
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