Student Responses to ConcepTests in a Physical Science Classroom

Details Student Responses to ConcepTests in a Physical Science Classroom Student Responses to ConcepTests in a Physical Science Classroom

Dec 2004

adsabs.harvard.edu/cgi-bin/nph-data_query?bibcode=2004aas...20518204h&link_type=abstract

American Astronomical Society Meeting 205, #182.04; Bulletin of the American Astronomical Society, Vol. 37, p.387

Computer Science

Learning

Scientific paper

During the AY2003-2004, we developed and piloted the AACC ConcepTest Library (ACT), a database of an innovative performance-assessment task tailored to AACC's students and general physical science course. (See Eric Mazur's Peer Instruction, Prentice-Hall, Inc., 1997 for a description of ConcepTests.)
At the end of the semester, students turn in a portfolio of six items. For the pilot section, 13 of 28 students chose to discuss the ConcepTests; 11 of these items were extremely positive. Students found the ConcepTests helpful for exam review, monitoring self-learning, monitoring progress of the entire class, and increasing confidence in learning. A student wrote: "The ConcepTest also helped me to see if I was following along and if my understanding on things were right. If I got it wrong I knew I had to do some out of class work to make sure I am where I'm supposed to be. With the - ConcepTest I could also see where I was compared to the rest of the class". The students also liked the "clicker" technology used in ConcepTests, and found that ConcepTests helped keep class interactive and more interesting.
We developed a 24-item survey tailored to selected learning outcomes of the course and administered it to 158 students in eight sections in the spring of 2004. The ConcepTest section began below the overall course mean and median, and finished above them. While the means are not statistically different, it is safe to say that the section that spent instructional time on the ConcepTests did not do worse than courses that did not use them.
This study was supported by a Designs for Learning Outcomes Assessment grant funded by Anne Arundel Community College. We appreciate the support of Rich Cerkovnik, Shree Iyengar, and Trish Casey-Whiteman.

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