Developing, deploying, and analyzing exam wrappers in a large introductory physics class

Details Developing, deploying, and analyzing exam wrappers in a large introductory physics class Developing, deploying, and analyzing exam wrappers in a large introductory physics class

Mar 2012

adsabs.harvard.edu/cgi-bin/nph-data_query?bibcode=2012aps..aprr15001g&link_type=abstract

American Physical Society, APS April Meeting 2012, March 31-Apr 3, 2012, abstract #R15.001

Computer Science

Learning

Scientific paper

In a typical semester, approximately 2000 students are registered into a calculus based introductory physics course at Georgia Tech. In each course, approximately 75 percent of a student's final grade is based on exam performance. Our goal was to encourage students into the feedback cycle of self-regulated learning by asking them to complete exam wrappers; post examination assignments that ask student to reflect on their study habits and errors made during an exam. We cluster students into groups based on how they partitioned their study time. We analyze exam and overall course performance for each group. In addition, we compare the performance of students who completed exam wrappers with those that did not. We find that exam wrappers are useful tool for both the instructor and student.

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