Event Title

Workshop 7: Assessing Pre-Existing Student Knowledge: How to Identify Foundational Misconceptions

Location

Lehman Engineering Building, Room 126B

Start Date

4-3-2018 1:00 PM

End Date

4-3-2018 3:00 PM

Description

All students bring to the classroom pre-existing knowledge. This prior knowledge can often be deeply held misconceptions. These misconceptions can be based upon incorrect understanding, teacher induced confusion, or "common sense". These misconceptions can be deeply held and interfere with students learning key new concepts. In this workshop, we will provide participants with the opportunity participate in the process of identifying foundational concepts, ranking these foundational concepts (in reference to difficulty and importance), creating conceptual questions, and generating the appropriate distractors. All participants will also be provided with an overview into the structure and purpose of a Delphi panel on the identification and ranking of key concepts. Participants will also be provided statistical overview as to identify the most impactful questions. Through an NSF supported grant the authors have generated a concept inventory (a criterion referenced assessment) for engineering graphics and will use their research process/experience as a framework. Our goal is that all attendees leave the workshop with better understanding of the impact of student prior knowledge-in particular incorrect knowledge and how to identify and correct them in their own courses.

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Mar 4th, 1:00 PM Mar 4th, 3:00 PM

Workshop 7: Assessing Pre-Existing Student Knowledge: How to Identify Foundational Misconceptions

Lehman Engineering Building, Room 126B

All students bring to the classroom pre-existing knowledge. This prior knowledge can often be deeply held misconceptions. These misconceptions can be based upon incorrect understanding, teacher induced confusion, or "common sense". These misconceptions can be deeply held and interfere with students learning key new concepts. In this workshop, we will provide participants with the opportunity participate in the process of identifying foundational concepts, ranking these foundational concepts (in reference to difficulty and importance), creating conceptual questions, and generating the appropriate distractors. All participants will also be provided with an overview into the structure and purpose of a Delphi panel on the identification and ranking of key concepts. Participants will also be provided statistical overview as to identify the most impactful questions. Through an NSF supported grant the authors have generated a concept inventory (a criterion referenced assessment) for engineering graphics and will use their research process/experience as a framework. Our goal is that all attendees leave the workshop with better understanding of the impact of student prior knowledge-in particular incorrect knowledge and how to identify and correct them in their own courses.