[LON-CAPA-cvs] cvs: modules /gerd/discussions/paper discussions.bib discussions.tex

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www		Sat Apr 16 11:40:11 2005 EDT

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Index: modules/gerd/discussions/paper/discussions.bib
diff -u modules/gerd/discussions/paper/discussions.bib:1.2 modules/gerd/discussions/paper/discussions.bib:1.3
--- modules/gerd/discussions/paper/discussions.bib:1.2	Tue Apr  5 07:58:34 2005
+++ modules/gerd/discussions/paper/discussions.bib	Sat Apr 16 11:40:11 2005
@@ -34,4 +34,13 @@
    year = "2003",
 }
 
+@ARTICLE{kashyd01,
+   author = "Deborah A. Kashy and Guy Albertelli and Guy Ashkenazi and Edwin Kashy and Hon-Kie Ng and Michael Thoennessen",
+   year = "2001",
+   journal = "Proc. Frontiers in Education",
+   volume = "31",
+   pages = "1073-1078",
+   isbn = "0-7803-6669-7",
+   title = "Individualized interactive exercises: a promising role for network technology"
+}
 
Index: modules/gerd/discussions/paper/discussions.tex
diff -u modules/gerd/discussions/paper/discussions.tex:1.11 modules/gerd/discussions/paper/discussions.tex:1.12
--- modules/gerd/discussions/paper/discussions.tex:1.11	Thu Apr 14 16:10:28 2005
+++ modules/gerd/discussions/paper/discussions.tex	Sat Apr 16 11:40:11 2005
@@ -85,8 +85,9 @@
 \section{\label{sec:method}Methodology}
 
 \subsection{\label{subsec:problemcat}Problem Classification}
-Redish~\cite{redish} identifies eight classes and features of exam and homework questions, 
-an adapted version of which form the general classification scheme for this project:
+Kashy~\cite{kashyd01} showed that student mastery of different types of homework problems correlates differently with the student's performance on final exams --- 
+with multiple-choice non-numerical problems having the lowest correlation, and numerical/mathematical problems that require a translation of representation having the highest. For this project, we chose a finer-grained classification scheme of homework types: Redish~\cite{redish} identifies eight classes and features of exam and homework questions, 
+an adapted version of which will be used:
 \begin{description}
 \item[Multiple-choice and short-answer questions] The most basic and most easily computer-evaluated type of question, representing the conventional (typical back-of-chapter textbook) problem.
 
@@ -370,16 +371,26 @@
 representation-translation problems. The latter difference vanishes when ``chat'' is excluded.
 
 Solution-oriented contributions are significantly higher for multiple-choice and multiple-choice-multiple-response problems than for the other problem types with the exception 
-of formula-response questions, where error-boundaries overlap.
+of formula-response questions, where error-boundaries overlap. In spite of the randomization provided, in discussion entries, students frequently reverse-engineered the complete randomization space by copying their correct answer screens into the discussions 
+(see the example for a surface-level solution-oriented discussion entry in Table~\ref{table:examples}). 
 
 The prominence of mathematical discussion contributions is the highest for formula-response questions, approximately equal for numerical and single-response multiple-choice questions, and the lowest for multiple-choice-multiple-response, ranking, and click-on-image questions.
 
 The prominence of physics-related discussion contributions was the highest for ranking and click-on-image problems, and the lowest for multiple-choice questions.
 
-Finally, when it comes to conceptual discussions, their prominence is significantly lower in single-response multiple-choice and numerical problems than in the other problem types.
-
-It is a surprising result that the only significant difference between ``conventional'' and representation-translation problems is discuss slightly less procedure in favor of 
-more complaints, and that differences disappear when ``chat'' is excluded from the analysis.
+Finally, when it comes to conceptual discussions, their prominence is significantly lower in single-response multiple-choice and numerical problems than in the other problem types. In the 
+earlier study by Kashy~\cite{kashyd01}, it was also found that mastery of these same question types does not predict overall performance on the final exam as well as other question types. 
+Multiple-choice problems that do not involve numbers are frequently called ``conceptual'' questions, but in this study it was found that they do not lead to conceptual discussions.
+
+It is a surprising result that the only significant difference between ``conventional'' and representation-translation problems is that students discuss slightly less procedure in favor of 
+more complaints, and that differences disappear when ``chat'' is excluded from the analysis. Kashy~\cite{kashyd01} on the other hand found that mastery of representation-translation problems 
+is the best predictor of final exam scores, even when controlling for ACT, cumulative GPA, and force-concept inventory pretests.
+Discussion behavior and final exam performance are clearly different measurements for the influence of problem types and do not necessarily need to correlate, but a connection between 
+individual discussion behavior and performance in the course clearly exists (see subsection~\ref{subsec:gradedep}).
+It should be noted that the earlier study dealt with a relatively small set of
+representation-translation problems, some of which involved non-static time-evolving simulations as data-source, while in this study, only problems that involved the interpretation of a 
+static graph were considered ``representation translation,'' and none of the simulation-based problems were assigned. A future study may need to consider the interpretation of time-evolving 
+simulations as a separate feature, once that more problems of this type exist in the resource pool.
 \subsection{Influence of course}
 Few significant differences could be found between the algebra-based and the calculus-based course:
 \begin{itemize}