Administer short weekly conceptual quizzes to rotating section subgroups to track understanding across a term¶

Strategy · All strategies
Evidence · no claims cited

Description¶

A concrete implementation of the between-student method: different sections complete the same short conceptual quiz in different weeks, with quiz order randomly assigned and quizzes administered at the beginning of class, once per week, in paper format with five-ten minutes to complete. This captures understanding on a weekly time scale without test-retest effects.

Design Implications¶

Context¶

Requirements¶

• Multiple statistically independent sections whose groups are approximately normally distributed with the same variance
• An unchanged syllabus if data are collapsed across quarters

Constraints¶

• Requires significantly larger student populations and overhead on grouping than pre/post testing

Target Learners¶

• university students in multi-section introductory courses

Target Learning Goals¶

• tracking conceptual understanding before, during, and after instruction

Related Strategies¶

Examples¶

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Key Sources¶

• Clark, J. W., Sayre, E. C., and Franklin, S. V. (2010). Fluctuations in Student Understanding of Newton's 3rd Law. arXiv preprint. https://arxiv.org/abs/1009.0260. doi:10.48550/arxiv.1009.0260