Collaboration or copying? Student behavior during two-phase exams with individual and team phases |
2015 |
1622 |
Students take a two-phase exam twice: once individually, and a second time working in teams. Proponents hope that during the team phase, students will discuss, debate, and resolve questions by sharing their reasoning, challenging each other, and reac... |
Designing effective questions for classroom response system teaching |
2006 |
4141 |
Classroom response systems can be powerful tools for teaching physics. Their efficacy depends
strongly on the quality of the questions. Creating effective questions is difficult and differs from creating exam and homework problems. Each classroom re... |
Extreme Learning Assistants: The Impact of an Authentic Teaching Experience on Undergraduate Physics Majors |
2013 |
870 |
UNCG has an innovative Learning Assistant (LA) program, in which upper-class undergraduate physics majors teach laboratory sections of the introductory calculus-based physics sequence. The lecture section’s professor provides supervision and determin... |
Extreme Learning Assistants: Students’ Perceptions of their Undergraduate TAs |
2013 |
613 |
Several schools have implemented “Learning Assistant” (LA) programs, in which upper-class undergraduates serve as teaching assistants in introductory courses. At UNCG, LAs are given an unusual degree of freedom. Working in teams, they serve as the pr... |
Factors that Affect Science and Mathematics Teachers’ Initial Implementation of Technology-Enhanced Formative Assessment Using a Classroom Response System |
2015 |
2505 |
The purpose of this study is to uncover and understand the factors that affect secondary science and mathematics teachers’ initial implementation of Technology-Enhanced Formative Assessment (TEFA), a pedagogy developed for teaching with classroom res... |
Four-Tiered Question Goals (TEFA Note #04) |
2007 |
824 |
Questions for students to digest, wrestle with, answer, discuss, and reflect upon are central to the Technology-Enhanced Formative Assessment (TEFA) pedagogical approach; one of TEFA’s core tenets is question-driven instruction (QDI). The nature and ... |
Group Discovery with Multiple-Choice Exams and Consumer Surveys: The Group-Question-Answer Model |
2007 |
640 |
Multiple choice questions (MCQs) are a common data gathering tool. We extend the Latent Dirichlet Allocation (LDA) framework to a collection of MCQ surveys. Topic discovery is turned into group discovery based on survey response patterns. Question ch... |
Improving Physics Instruction by Analyzing Video Games |
2012 |
1713 |
Video games can be very powerful teaching systems, and game designers have become adept at optimizing player engagement while scaffolding development of complex skills and situated knowledge. One implication is that we might create games to teach phy... |
Probing physics students’ conceptual knowledge structures through term association |
2002 |
2124 |
Traditional tests are not effective tools for diagnosing the content and structure of students’
knowledge of physics. As a possible alternative, a set of term-association tasks ~the ConMap tasks!
was developed to probe the interconnections within s... |
Pwning Level Bosses in MATLAB: Student Reactions to a Game-Inspired Computational Physics Course |
2014 |
1583 |
We investigated student reactions to two computational physics courses incorporating several videogame-like aspects. These included use of gaming terminology such as “levels,” “weapons,” and “bosses”; a game-style point system linked to course grades... |
Question Design Patterns (TEFA Note #05) |
2008 |
3709 |
Question design patterns are general ways of building TEFA questions that successfully achieve specific instructional aims. They are not quite “fill in the blanks” templates, but they are more specific than general strategies or qualities. Some patte... |
SIISP: Self-Efficacy Intervention to Improve STEM Performance [Poster] |
2018 |
394 |
Poster presented at the 2018 STEMM Equality Congress in Amsterdam, October 11-12, 2018. OBJECTIVES: • Develop, test, document, and disseminate a practical,scalable intervention to increase self-efficacy in university STEM students. • Develop and vali... |
Standards-based grading in introductory university physics |
2013 |
3948 |
Standards-based grading (SBG) is an approach to assessment and reporting in which scores are attached to the specific learning objectives of a course, rather than to assignments or tests. Each score represents a student’s mastery of that learning obj... |
Teacher learning of technology-enhanced formative assessment |
2008 |
919 |
"Technology-Enhanced Formative Assessment" (TEFA) is an innovative pedagogy for teaching secondary school science or mathematics with "classroom response system" technology. "Teacher Learning of TEFA" (TLT) is a five year research project studying te... |
Teaching vs. Learning: Changing Perspectives on Problem Solving in Physics Instruction |
2005 |
2149 |
Problem solving is central to physics instruction. Results from Physics Education
Research (PER), however, demonstrate that traditional ways of teaching with
problem solving are inefficient and ineffective for promoting true physics
expertise. PER... |
Technology-Enhanced Formative Assessment: An Innovative Approach to Student-Centered Science Teaching |
2008 |
3203 |
Technology-Enhanced Formative Assessment (TEFA) is an innovative pedagogical approach to
secondary and post-secondary science instruction that uses classroom response system
technology to teach in accord with educational research findings ab... |
Technology-Enhanced Formative Assessment: A Research-Based Pedagogy for Teaching Science with Classroom Response Technology |
2009 |
3144 |
Classroom response systems (CRSs) are a promising instructional technology, but most literature on CRS use fails to distinguish between technology and pedagogy, to define and justify a pedagogical perspective, or to discriminate between pedagogies. T... |
TEFA Question Content (TEFA Note #03) |
2007 |
1010 |
The first, most obvious decision we face when designing a question for instruction with
Technology-Enhanced Formative Assessment (TEFA) is what portion(s) of the subject content the question will focus on. We must answer the question “What is to be ... |
TPPI: The TLT Pedagogical Perspectives Interview |
2011 |
1222 |
The TLT Pedagogical Perspectives Interview (TPPI) is a two-part semi-structured interview designed to elicit a practicing teacher’s outlook on several general and specific aspects of teaching, including teaching goals, views on classroom roles, belie... |
Transforming Student Learning with Classroom Communication Systems |
2004 |
1535 |
Since 1993, the University of Massachusetts Physics Education Research Group (UMPERG) has developed curriculum and pedagogic techniques for use with classroom communication systems (CCSs) and has researched the effectiveness of CCS-based teaching. Th... |
Viewing teacher transformation through the lens of cultural-historical activity theory |
2012 |
3215 |
Technology-Enhanced Formative Assessment (TEFA) is an innovative pedagogy for science and mathematics instruction. The ‘Teacher Learning of TEFA’ research project studies teacher change as in-service secondary science and mathematics teachers learn T... |
Ways of Using TEFA (TEFA Note #02) |
2007 |
810 |
Technology-Enhanced Formative Assessment (TEFA) is a rich pedagogic approach that is intended for frequent and flexible use throughout instruction. It can be used as an occasional “dropin” activity, but much of its power is manifest only when it is w... |
What is TEFA? A high-level introduction to the pedagogical approach called “Technology-Enhanced Formative Assessment” (TEFA Note #01) |
2007 |
1356 |
Technology-Enhanced Formative Assessment (TEFA) is a pedagogical approach for using classroom response technology to conduct effective, interactive, student centered instruction in classes with anywhere from a dozen to hundreds of students. It has be... |