{"id":10351,"date":"2020-10-30T14:29:13","date_gmt":"2020-10-30T14:29:13","guid":{"rendered":"https:\/\/blogs.glowscotland.org.uk\/glowblogs\/digilearn\/?page_id=10351"},"modified":"2022-09-27T17:13:53","modified_gmt":"2022-09-27T16:13:53","slug":"concept-test-peer-instruction","status":"publish","type":"page","link":"https:\/\/blogs.glowscotland.org.uk\/glowblogs\/digilearn\/professional-learning\/learning-and-teaching-online\/concept-test-peer-instruction\/","title":{"rendered":"Concept Test \/ Peer Instruction"},"content":{"rendered":"<section id=\"builder-section-text_11\" class=\"builder-section-first builder-section builder-section-text builder-section-last builder-text-columns-1\" style=\"background-size: cover; background-repeat: no-repeat;background-position: center center;\">\n<h3 class=\"builder-text-section-title\">\n        Concept Testing \/ Peer Instruction    <\/h3>\n<div class=\"builder-section-content\">\n<div class=\"builder-text-row\">\n<div class=\"builder-text-column builder-text-column-1\" id=\"builder-section-text_11-column-1\">\n<div class=\"builder-text-content\">\n<p>Concept Tests were developed as part of the peer instruction technique used to teach physics (Mazur, 1997). Concept Tests generally correspond to the comprehension level of Bloom&#8217;s taxonomy but may be suitable for application questions<\/p>\n<p>Peer instruction divides class time between short expositions and conceptual multiple choice questions.\u00a0 This can be useful in a flipped learning environment where learners have been asked to participate in a learning activity independently, prior to being in a class.<\/p>\n<p>Importantly, concept tests are not content-based multiple-choice questions that rely on the learners rereading their notes. Instead, these questions are designed to assess student understanding of the principal concepts underlying the material.<\/p>\n<p>This short video from Dr Carolina Kuepper-Tetzel from the Learning Scientists explains concept testing in a non-digital environment.<\/p>\n<div class=\"epyt-video-wrapper\"><div  id=\"_ytid_88052\"  width=\"800\" height=\"450\"  data-origwidth=\"800\" data-origheight=\"450\" data-facadesrc=\"https:\/\/www.youtube.com\/embed\/791sTAhUrp8?enablejsapi=1&autoplay=0&cc_load_policy=1&cc_lang_pref=en&iv_load_policy=1&loop=0&rel=0&fs=1&playsinline=0&autohide=2&theme=dark&color=red&controls=1&\" class=\"__youtube_prefs__ epyt-facade no-lazyload\" data-epautoplay=\"1\" ><img decoding=\"async\" data-spai-excluded=\"true\" class=\"epyt-facade-poster skip-lazy\" loading=\"lazy\"  alt=\"YouTube player\"  src=\"https:\/\/i.ytimg.com\/vi\/791sTAhUrp8\/maxresdefault.jpg\"  \/><button class=\"epyt-facade-play\" aria-label=\"Play\"><svg data-no-lazy=\"1\" height=\"100%\" version=\"1.1\" viewBox=\"0 0 68 48\" width=\"100%\"><path class=\"ytp-large-play-button-bg\" d=\"M66.52,7.74c-0.78-2.93-2.49-5.41-5.42-6.19C55.79,.13,34,0,34,0S12.21,.13,6.9,1.55 C3.97,2.33,2.27,4.81,1.48,7.74C0.06,13.05,0,24,0,24s0.06,10.95,1.48,16.26c0.78,2.93,2.49,5.41,5.42,6.19 C12.21,47.87,34,48,34,48s21.79-0.13,27.1-1.55c2.93-0.78,4.64-3.26,5.42-6.19C67.94,34.95,68,24,68,24S67.94,13.05,66.52,7.74z\" fill=\"#f00\"><\/path><path d=\"M 45,24 27,14 27,34\" fill=\"#fff\"><\/path><\/svg><\/button><\/div><\/div>\n<p>How to use Concept Tests<\/p>\n<p>Digital polling tools are very useful for carrying out concept tests.\u00a0 Polling \/ quizzing tools that have the functionality where the teacher can control when the question is displayed are particularly useful.\u00a0 Tools such as socrative have this ability.<\/p>\n<p>1. Post a question\u00a0<\/p>\n<p>Learners should consider the question individually for a short time (30 seconds to 1 minute) and chose an answer. This should be done without other learners seeing each others responses<\/p>\n<p>2. Teacher evaluates student responses.<\/p>\n<p>If less than 35% of the responses are correct, students do not understand the topic well enough to discuss the subject. If more than 70% of the class gets the answer correct in their first response, the question was probably too easy therefore, any further discussion will not yield much improvement . The best strategy is to explain the answer and move forward.<\/p>\n<p>3. Peer instruction.<\/p>\n<p>When responses are between 35-70%, students discuss the reasons for their choices in pairs or small groups before voting again . This process usually results in an increase in the number of correct answers and an increase in student confidence in their answer choices Allow 1-2 minutes for discussion.<\/p>\n<\/p><\/div>\n<\/p><\/div>\n<\/p><\/div>\n<div class=\"builder-text-row\">\n<div class=\"builder-text-column builder-text-column-2\" id=\"builder-section-text_11-column-1\">\n<div class=\"builder-text-content\">\n\t\t\t\t\t\t\t\t\t\t\t<\/div>\n<\/p><\/div>\n<\/p><\/div>\n<div class=\"builder-text-row\">\n<div class=\"builder-text-column builder-text-column-3\" id=\"builder-section-text_11-column-1\">\n<div class=\"builder-text-content\">\n\t\t\t\t\t\t\t\t\t\t\t<\/div>\n<\/p><\/div>\n<\/p><\/div>\n<\/p><\/div>\n<\/section>\n","protected":false},"excerpt":{"rendered":"<p>Concept Testing \/ Peer Instruction Concept Tests were developed as part of the peer instruction technique used to teach physics (Mazur, 1997). Concept Tests generally correspond to the comprehension level of Bloom&#8217;s taxonomy but may be suitable for application questions Peer instruction divides class time between short expositions and conceptual multiple choice questions.\u00a0 This can &hellip;<\/p>\n","protected":false},"author":58310,"featured_media":10361,"parent":9372,"menu_order":0,"comment_status":"closed","ping_status":"closed","template":"template-builder.php","meta":{"footnotes":""},"class_list":["post-10351","page","type-page","status-publish","has-post-thumbnail","hentry"],"jetpack_sharing_enabled":true,"_links":{"self":[{"href":"https:\/\/blogs.glowscotland.org.uk\/glowblogs\/digilearn\/wp-json\/wp\/v2\/pages\/10351","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/blogs.glowscotland.org.uk\/glowblogs\/digilearn\/wp-json\/wp\/v2\/pages"}],"about":[{"href":"https:\/\/blogs.glowscotland.org.uk\/glowblogs\/digilearn\/wp-json\/wp\/v2\/types\/page"}],"author":[{"embeddable":true,"href":"https:\/\/blogs.glowscotland.org.uk\/glowblogs\/digilearn\/wp-json\/wp\/v2\/users\/58310"}],"replies":[{"embeddable":true,"href":"https:\/\/blogs.glowscotland.org.uk\/glowblogs\/digilearn\/wp-json\/wp\/v2\/comments?post=10351"}],"version-history":[{"count":5,"href":"https:\/\/blogs.glowscotland.org.uk\/glowblogs\/digilearn\/wp-json\/wp\/v2\/pages\/10351\/revisions"}],"predecessor-version":[{"id":15947,"href":"https:\/\/blogs.glowscotland.org.uk\/glowblogs\/digilearn\/wp-json\/wp\/v2\/pages\/10351\/revisions\/15947"}],"up":[{"embeddable":true,"href":"https:\/\/blogs.glowscotland.org.uk\/glowblogs\/digilearn\/wp-json\/wp\/v2\/pages\/9372"}],"wp:featuredmedia":[{"embeddable":true,"href":"https:\/\/blogs.glowscotland.org.uk\/glowblogs\/digilearn\/wp-json\/wp\/v2\/media\/10361"}],"wp:attachment":[{"href":"https:\/\/blogs.glowscotland.org.uk\/glowblogs\/digilearn\/wp-json\/wp\/v2\/media?parent=10351"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}