An empirical study of the effect of granting multiple tries for online homework

Kortemeyer, Gerd

doi:10.1119/1.4922256

Cited by 53 publications

(34 citation statements)

References 13 publications

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“…While IRT is surprisingly robust to the systemic challenges introduced by multiple attempts, guessing, and copying [15,24], the logistical challenges of bulk calculation and scalability that occur within a large distributed digital library were found to be insurmountable while attempting to apply this mechanism to LON-CAPA.…”

Section: Introductionmentioning

confidence: 97%

“…Traditionally, on formative assessment items, learners are given feedback and granted more than one attempt to arrive at the correct solution, and outcomes are tainted by copying and guessing [15,23,24]. -Summative assessment takes place for a fixed number of learners over a fixed period of time, using a fixed (or at least controlled) number of items.…”

Section: Introductionmentioning

confidence: 99%

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Scalable continual quality control of formative assessment items in an educational digital library: an empirical study

Kortemeyer

2015

Int J Digit Libr

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An essential component of any library of online learning objects is assessment items, for example, homework, quizzes, and self-study questions. As opposed to exams, these items are formative in nature, as they help the learner to assess his or her own progress through the material. When it comes to quality control of these items, their formative nature poses additional challenges. e.g., there is no particular time interval in which learners interact with these items, learners come to these items with very different levels of preparation and seriousness, guessing generates noise in the data, and the numbers of items and learners can be several orders of magnitude larger than in summative settings. This empirical study aims to find a highly scalable mechanism for continual quality control of this class of digital content with a minimalist amount of additional metadata and transactional data, while taking into account also characteristics of the learners. In a subsequent evaluation of the model on a limited set of transactions, we find that taking into account the learner characteristic of ability improves the quality of item metadata, and in a comparison to Item Response Theory (IRT), we find that the developed model in fact performs slightly better in terms of predicting the outcome of formative assessment transactions, while never matching the performance of IRT on predicting the outcome of summative assessment.

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Section: Introductionmentioning

confidence: 97%

Section: Introductionmentioning

confidence: 99%

Scalable continual quality control of formative assessment items in an educational digital library: an empirical study

Kortemeyer

2015

Int J Digit Libr

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“…This result is likely caused by the decreased "cost" of additional incorrect tries. Carelessness and guessing are less expensive as the number of allowed tries increases 12 .…”

Section: Kortemeyermentioning

confidence: 99%

“…12 In light of these findings, Kortemeyer 12 developed a mathematical model that pointed to five as the optimal number of multiple tries -at least for those problems in the introductory Physics courses he investigated.…”

Section: Kortemeyermentioning

confidence: 99%

“…To address the concerns of Pascarella 10 about students attempting trial and error solutions to guess the answers and in keeping with the recommendations of Kortemeyer 12 , students are initially allotted a maximum of five attempts to get the problems correct. Note in Figure 1 how each part of the problem displays the number of tries already used -0 being displayed initially.…”

Section: Figure 1 Student View Of Soil Mechanics Problem For Particlmentioning

confidence: 99%

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Pedagogical Considerations in Use of Online Problem Sets in Technical Courses

Balascio¹

2017 ASEE Annual Conference &Amp; Exposition Proceedings

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is an Associate Professor in the departments of Plant and Soil Sciences and Civil and Environmental Engineering at the University of Delaware. He earned bachelor's degrees in agricultural engineering technology and mathematics from UD. He earned an M.S. in agricultural engineering and a Ph.D. double-major in agricultural engineering and engineering mechanics from Iowa State University. He has taught engineering and engineering technology courses in surveying, soil mechanics, site engineering, and stormwater management for over 30 years. He has research interests in urban hydrology, stormwater management, and enhancement of student learning. He is in his thirteenth year of service on Delaware's Engineering Licensing Board, the DAPE Council, and has been active on several NCEES committees.c American Society for Engineering Education, 2017 Pedagogical Considerations in Use of Online Problem Sets in Technical CoursesAbstract This paper discusses the author's experience with using the LON-CAPA learning management system (LMS) for on-line problem set delivery in seven civil and environmental engineering, engineering technology, landscape architecture, and plant science courses offered at the University of Delaware over more than 14 years. Courses are delivered in-person but with a substantial "flipped classroom" component. LON-CAPA 1 is a free, open-source, LMS developed and supported by Michigan State University. LON-CAPA includes sophisticated testing and assessment components that provide a variety of formats for online homework (HW) problems. A review of literature and the author's experience form the basis for discussion of the pedagogical considerations associated with use of online problem sets that count for a significant portion of student grades. Advantages of online problem sets include: significant reduction in if not elimination of cheating, better more individualized student/instructor interaction, and increased motivation for students to engage actively with the material and complete assignments successfully. Online problem set characteristics promote these results through immediate feedback, support of problem-based and collaborative learning, and facilitation of mastery-based learning and grading.

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The effect of adding online homework assignments to a small introductory physical geology class

Brevik

2020

Natural Sciences Education

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Online homework (OLH) assignments were added to the Introduction to Physical Geology class at Dickinson State University in the fall semester of 2014. Anticipated advantages included timely feedback and opportunities for students to correct mistakes made during homework completion. The same instructor taught all lecture and laboratory sections over the course of the study, and student performance was compared for the 3 years prior to adopting the OLH and the 3 years after. Following adoption of the OLH, the average grade in the class increased by 7.5% and average test scores increased by 6.2%. The OLH did not significantly improve the performance of the top students (those who received an A), but it did improve the performance of the other students. Test grades showed a similar trend. The average test scores for those who received an A in the class were 88.0% before and 88.6% after adopting the OLH, whereas test averages for students who received less than an A were 63.9% before and 71.4% (7.5% improvement) after adopting the OLH. There was no statistical difference in scores in the Introduction to Physical Geology laboratory over the same period. Students are required to take the lecture and laboratory at the same time, so the student populations were virtually identical. The OLH applied to the lecture, where grades improved, but not to the laboratory, where grades remained consistent. Therefore, it was concluded that the OLH improved student performance. This is an open access article under the terms of the Creative Commons Attribution-NonCommercial-NoDerivs License, which permits use and distribution in any medium, provided the original work is properly cited, the use is non-commercial and no modifications or adaptations are made.

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An empirical study of the effect of granting multiple tries for online homework

Cited by 53 publications

References 13 publications

Scalable continual quality control of formative assessment items in an educational digital library: an empirical study

Scalable continual quality control of formative assessment items in an educational digital library: an empirical study

Pedagogical Considerations in Use of Online Problem Sets in Technical Courses

The effect of adding online homework assignments to a small introductory physical geology class

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