Share Email Print
cover

Proceedings Paper • Open Access

Error detection tasks and peer feedback for engaging physics students

Paper Abstract

We show how Error-Detection Tasks (EDT) are an effective way for students to practice giving peer feedback. In EDT, students are presented with a solved physics problem, prepared by a fictional in-class peer, containing one or more errors - algebraic, procedural, or conceptual. Students must identify and explain how to correct the error(s), as though they were explaining it to the “peer” who wrote the solution. EDTs have been developed for a web-based learning platform (myDALITE.org) that provides students with asynchronous peer instruction such that students can provide feedback and evaluate feedback from other students. Results show that students trained with EDT significantly outperform a control group in correctly identifying errors and providing more meaningful feedback to their fictional in-class peer.

Paper Details

Date Published: 2 July 2019
PDF: 9 pages
Proc. SPIE 11143, Fifteenth Conference on Education and Training in Optics and Photonics: ETOP 2019, 111433J (2 July 2019); doi: 10.1117/12.2523795
Show Author Affiliations
Rhys Adams, Vanier College (Canada)
Phoebe Jackson, John Abbott College (Canada)
Kevin Lenton, Vanier College (Canada)
Michael Dugdale, John Abbott College (Canada)
Chris Whittaker, Dawson College (Canada)
Nathaniel Lasry, John Abbott College (Canada)
Elizabeth S. Charles, Dawson College (Canada)


Published in SPIE Proceedings Vol. 11143:
Fifteenth Conference on Education and Training in Optics and Photonics: ETOP 2019
Anne-Sophie Poulin-Girard; Joseph A. Shaw, Editor(s)

© SPIE. Terms of Use
Back to Top
PREMIUM CONTENT
Sign in to read the full article
Create a free SPIE account to get access to
premium articles and original research
Forgot your username?
close_icon_gray