Peer instruction: a link to the exam
Peer instruction: a link to the exam
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同伴指导：考试链接
DOI：
10.1145/2591708.2591711
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发表时间：
2014
期刊：
影响因子：
--
通讯作者：
Leo Porter
中科院分区：
文献类型：
--
作者：
Daniel Zingaro;Leo Porter
在计算机科学中，同伴指导（PI）的主动学习教学实践已被证明可以提高期末考试成绩，降低学生不及格率，提高学生保留率。PI包括两个主要部分：小组讨论和后续教师干预。我们预计，PI的表现作为一个整体将与期末考试的表现，但目前还不清楚是否或如何PI的每一块都参与这些关系。在这项工作中，我们使用同构的问题，以隔离同行讨论和教师干预的影响，并检查期末考试的成绩及其代码编写和代码跟踪问题。我们发现，这两个部分的PI与期末考试作为一个整体，代码跟踪问题（类似于PI问题），代码写作问题（不类似于PI问题）。这进一步证明了PI的两个组成部分对PI的成功都很重要。
In computer science, the active learning pedagogical practice of Peer Instruction (PI) has been shown to improve final exam performance, reduce student failure rates, and improve student retention. PI consists of two major parts: group discussion and follow-up instructor intervention. We expect that PI performance as a whole will correlate with final exam performance, but it is unclear whether or how each piece of PI is involved in these relationships. In this work, we use isomorphic questions to isolate the effects of peer discussion and instructor intervention, and examine scores on a final exam and its code-writing and code-tracing questions. We find that both pieces of PI correlate with the final exam as a whole, code-tracing question (similar to PI questions), and code-writing question (not similar to PI questions). This is further evidence that both PI components are important to the success of PI.