Abstract
We describe one aspect of a UK inter-institutional project wherein an online tool was used to support student generation of multiple choice questions. Across three universities and in five modules in physics, chemistry and biology, we introduced the PeerWise online system as a summative assessment tool in our classes, the desire being to increase student engagement, academic attainment and level of cognitive challenge. Engagement with the system was high with many students exceeding the minimum requirements set out in the assessment criteria. We explore the nature of student engagement and describe a working model to enable high-impact student-learning and academic gain with minimal instructor intervention.
Original language | English |
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Article number | 045002 |
Number of pages | 9 |
Journal | European Journal of Physics |
Volume | 35 |
Issue number | 4 |
DOIs | |
Publication status | Published - Jul 2014 |
Keywords / Materials (for Non-textual outputs)
- student-generated content
- scaffolding
- peer learning
- PeerWise
- engagement
- MULTIPLE-CHOICE QUESTIONS
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Heather McQueen
- School of Biological Sciences - Personal Chair of Biology Education
Person: Academic: Not Research Active