The Effect ofThe Effect ofFormative Assessment inFormative Assessment inBrazilian University Physics Brazilian University Physics CoursesCourses

Omaha,Omaha,August 1August 1stst, 2011, 2011

Émerson Cruzand Gerd KortemeyerMichigan State University

Émerson CruzÉmerson CruzStudy carried out by my graduate

student Émerson CruzCannot

be heretoday

In Brazilcollectingdata

Formative AssessmentFormative AssessmentMost post-secondary physics courses

in Brazil offer no meaningful formative assessment◦no feedback from assigned homework◦ traditional “transmission mode” lectures

Implementing◦online homework with immediate

feedback◦clickers

Studying◦ faculty and student acceptance◦effect on grade distribution

Collaboration PartnersCollaboration Partners

Implementation HurdlesImplementation HurdlesOur educational study quickly turned into a

case study of implementation hurdles◦ Public institutions:

grading structure based solely on exams no possibility to give points for homework or clickers exams very traditional and highly computational

no regular computer access for large percentage of students

no infrastructure to sell clickers and register them to individual students had to distribute one classroom set to several sections at the

beginning of lectures no correlation data between clickers and grades no reward structure for correctly answering questions

◦ Private institution: Smaller statistics Highly non-traditional student population

(professionals)

No hard data yetAnecdotes

Results fromthese

two institutions

Collaboration PartnersCollaboration Partners

USPUSPUniversity of São

Paulo◦one of the three public

universities funded by the State of São Paulo.

◦one of the largest institutions of higher education in Latin America

◦approximately 75,000 enrolled students

UnianhangueraUnianhangueraUnianhanguera

◦one of the biggest private universities in Brazil

◦more than 50 campuses spread out in seven Brazilian states

◦largely non-traditional student population (professionals)

UsageUsage USP

◦ Two sections of physics for engineers course other sections traditional with different instructors additional comparison: same instructor in previous years

◦ Online homework (LON-CAPA) only 54 of the 157 accounts used

no grading incentive 76 of the 157 students said they used online homework

working in groups access problems

◦ Clickers given out at beginning of lectures no data collected on correctness, participation, etc.

Unianhanguera◦ Two-month course◦ Online homework

one section with and one without online homework (same instructor)

grading incentive: bonus points all 55 students worked on online homework

◦ No clickers

Survey ResultsSurvey ResultsGave a survey in both settings on

usage habits and perceived helpfulness

First Action when First Action when Encountering New ProblemEncountering New Problem

USA and Brazil:◦Male students tend to immediately try

out a solution before reading up on the topic or seeking help “Real men don’t read manuals or ask

directions”Brazil:

◦Students do not communicate with lecture personnel

◦Brazil, private institution: Students rarely read up on topic Seek more help from peers

First Action when First Action when Encountering New ProblemEncountering New Problem

Additional Time-on-Task Additional Time-on-Task versus Perceived Helpfulnessversus Perceived Helpfulness

USA and Brazil:◦Online homework mostly perceived as helpful

Brazil:◦Students report less time-on-task

Perception that online should be more time-efficient?

Sense of security due to more clearly defined expectations leading to less studying time?

ClickersClickers

Found broad student acceptance in survey at USP

Instructor reports that lectures became more lively and interactive◦ But: no hard data

Effect on GradesEffect on Grades

USA:◦ particularly helpful for students who are about to

fail the courseBrazil:

◦ no significant difference◦ USP: both with parallel sections (different

instructors) and with sections taught previously (same instructor)

◦ Unianhanguera: with parallel section (same instructor)

Why no effect?Why no effect?Discrepancy:

◦Students perceived online homework and clickers as helpful Novelty?

◦No significant difference in grades Unable to reproduce USA results

Why?◦Systemic change needed

value-system of a course is communicated by what is graded and on exams

◦Many logistical hurdles in implementation including lack of student internet access

Only just beginning!

AcknowledgementsAcknowledgementsThanks to Prof. Hélio Dias at USPThanks to i>Clicker for loaning us

a classroom set of clickerskorte@lite.msu.eduefcruz@msu.edu