Learning From Our Students’ Mistakes: Using Information From Incorrect, Incomplete, and Inefficient Student Responses

Session Type: Symposium

Abstract

There have been many innovations to help educators ensure that students are successful by keeping the students engaged and educators focused on adjusting their instruction to meet student needs. This symposium focuses on how incorporating understanding of student responses, and specifically students’ incorrect responses, can help determine immediate remediation, increase engagement, and help teachers plan their instruction. Four papers will be presented detailing how research into students’ incorrect responses is being used in innovative ways to help inform classroom assessment and instruction as well as the design of educational technology products. The session includes renowned experts in the field of Cognition and Assessment, with specific expertise in the areas of Educational Technology, Engagement, and Diagnostic Assessment.

Sub Unit

• SIG-Cognition and Assessment

Chair

• Shuqin Tao, Curriculum Associates

Papers

• Designing Diagnostic Inventories of Cognition in Education - Laine Bradshaw, University of Georgia - Athens; Lisa Famularo, Research Matters, LLC; Hollylynne Stohl Lee, North Carolina State University; Jessica Masters, Research Matters

• Teachers Benefit From Looking at Common Wrong Answers in ASSISTments - Neil T. Heffernan, Worcester Polytechnic Institute; Cristina L. Heffernan, University of Pittsburgh; Korinn S Ostrow, Worcester Polytechnic Institute

• Incorporating Anticipated Incorrect Answers Into Item and Reports Design - Daniel F. Mix, Curriculum Associates; Shuqin Tao, Curriculum Associates

• Effective Feedback Depends on the Emotional Weight of a Problem - Elliott B Hedman, mPath; Christine Zanchi, WGBH; Garret Hedman

Discussant

• Joanna Sandra Gorin, Educational Testing Service