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Enhancing Student Learning: Utilizing LON-CAPA for Formative Assessment

Discover how Michigan State University leveraged LON-CAPA to engage 400 diverse students, providing feedback and fostering collaboration in science courses with scalable, budget-friendly solutions.

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Enhancing Student Learning: Utilizing LON-CAPA for Formative Assessment

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  1. Knowing what 400 students know ... before it’s too late Gerd Kortemeyer Michigan State University

  2. 400 students knowing what they don’t know ... before it’s too late Gerd Kortemeyer Michigan State University

  3. The Setting • Big10-R1 state university • Diverse student population • Intro science courses • Between 200 and 3,000 students/course • Instructors rotating between semesters • No or few TAs

  4. The Problem(s) • Large lecture halls, no personal interaction with majority of students • Often no resources to grade homework • If homework is offered: • little personalized feedback • students blindly copying each other’s answers • few conceptual discussions between students when collaborating, no peer-teaching outside class

  5. The Surprise • Most instructors DO care

  6. The Challenge • Provide meaningful formative assessment to students • Provide timely feedback to both students and instructors • Reduce blind copying of answers to • foster conceptual-level collaboration • give a true picture of learner progress • Provide a scalable solution within the realities and budgets and available resources

  7. The solution (maybe, for now): LON-CAPA • Learning Content Management System • Course Management System • Assessment System • Open-Source and Free

  8. Online assessment with immediate adaptive feedback and multiple tries • Different students get different versions of the same problem • different options • different graphs or images • different numbers or formulas

  9. Same problem, two students

  10. Feedback to Instructor One Homework Set

  11. Feedback to Instructor

  12. Item Analysis on Concepts <conceptgroup concept=”Fruit”> <foil>Apple</foil> <foil>Orange</foil> </conceptgroup> <conceptgroup concept=”Metals”> <foil>Copper</foil> <foil>Gold</foil> </conceptgroup>

  13. Problem Analysis

  14. Datamining (WIP): Early Detection of Learners at Risk

  15. Effectiveness LON-CAPA is a tool, not a curriculum. Effectiveness depends on how it is used.

  16. Time on Task: 10,000 students x5

  17. Before/After Time-On-Task vs. Perceived Helpfulness

  18. Exam and Course Grades

  19. Gender Differential • phy231: traditional • phy232: CAPA

  20. “Cheating”

  21. Exam Support

  22. Formative vs. Summative

  23. Formative vs. Summative

  24. LearningOnline Network • 20,900 content pages • 18,600 homework and exam problems • 12,500 images • 2,100 content assemblies • 1,100 simulations and animations • 500 movies • Publisher libraries, “back of the chapter problems”

  25. Problem Selection • Static metadata: Dublin Core, cross-walk to IMS • Dynamic metadata: usage information

  26. Funding • Initially developed at Michigan State University • Funded by Michigan State University and the National Science Foundation within the ITR and CCLI-ASA programs

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