{"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":"2020-10-30T14:29:13","modified_gmt":"2020-10-30T14:29:13","slug":"concept-test-peer-instruction","status":"publish","type":"page","link":"https:\/\/blogs.glowscotland.org.uk\/glowblogs\/myexampleblogversion2\/professional-learning\/your-stage-2\/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-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<iframe loading=\"lazy\"  id=\"_ytid_59293\"  width=\"660\" height=\"371\"  data-origwidth=\"660\" data-origheight=\"371\" src=\"https:\/\/www.youtube.com\/embed\/791sTAhUrp8?enablejsapi=1&autoplay=0&cc_load_policy=0&cc_lang_pref=&iv_load_policy=1&loop=0&rel=1&fs=1&playsinline=0&autohide=2&theme=dark&color=red&controls=1&\" class=\"__youtube_prefs__  no-lazyload\" title=\"YouTube player\"  allow=\"fullscreen; accelerometer; autoplay; clipboard-write; encrypted-media; gyroscope; picture-in-picture\" allowfullscreen data-no-lazy=\"1\" data-skipgform_ajax_framebjll=\"\"><\/iframe>\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":10364,"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"],"_links":{"self":[{"href":"https:\/\/blogs.glowscotland.org.uk\/glowblogs\/myexampleblogversion2\/wp-json\/wp\/v2\/pages\/10351","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/blogs.glowscotland.org.uk\/glowblogs\/myexampleblogversion2\/wp-json\/wp\/v2\/pages"}],"about":[{"href":"https:\/\/blogs.glowscotland.org.uk\/glowblogs\/myexampleblogversion2\/wp-json\/wp\/v2\/types\/page"}],"author":[{"embeddable":true,"href":"https:\/\/blogs.glowscotland.org.uk\/glowblogs\/myexampleblogversion2\/wp-json\/wp\/v2\/users\/58310"}],"replies":[{"embeddable":true,"href":"https:\/\/blogs.glowscotland.org.uk\/glowblogs\/myexampleblogversion2\/wp-json\/wp\/v2\/comments?post=10351"}],"version-history":[{"count":0,"href":"https:\/\/blogs.glowscotland.org.uk\/glowblogs\/myexampleblogversion2\/wp-json\/wp\/v2\/pages\/10351\/revisions"}],"up":[{"embeddable":true,"href":"https:\/\/blogs.glowscotland.org.uk\/glowblogs\/myexampleblogversion2\/wp-json\/wp\/v2\/pages\/9372"}],"wp:featuredmedia":[{"embeddable":true,"href":"https:\/\/blogs.glowscotland.org.uk\/glowblogs\/myexampleblogversion2\/wp-json\/wp\/v2\/media\/10364"}],"wp:attachment":[{"href":"https:\/\/blogs.glowscotland.org.uk\/glowblogs\/myexampleblogversion2\/wp-json\/wp\/v2\/media?parent=10351"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}