Lecture-Tutorial Coherency: Student-Supplied Written-Responses As Indicators Of Future Success

Details Lecture-Tutorial Coherency: Student-Supplied Written-Responses As Indicators Of Future Success Lecture-Tutorial Coherency: Student-Supplied Written-Responses As Indicators Of Future Success

Jan 2012

adsabs.harvard.edu/cgi-bin/nph-data_query?bibcode=2012aas...21925107e&link_type=abstract

American Astronomical Society, AAS Meeting #219, #251.07

Computer Science

Performance

Scientific paper

The Lecture-Tutorial Coherency Project investigates the importance of correctness and coherency in Lecture-Tutorial (LT) responses and their role in students’ understanding of introductory astronomy content. Astronomy education researchers, including students from the Ambassador Program (former Astro 101 students who later became instructional assistants for Astro 101), designed rubrics geared towards assessing the correctness and coherency of student-supplied written-responses for specific LT questions. We used these rubrics to score the LT responses of over 1300 students. We then looked for a correlation between a student's ability to connect novel pieces of reasoning together to form a coherent argument in their LT and their performance on exam questions with closely aligned content. We will present results from our study. This material is based in part upon work supported by the National Science Foundation under Grant No. 0715517, a CCLI Phase III Grant for the Collaboration of Astronomy Teaching Scholars (CATS). Any opinions, findings, and conclusions or recommendations expressed in this material are those of the authors and do not necessarily reflect the views of the National Science Foundation.

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