ASK-IT/A2L: Assessing student knowlede with instructional technology

TL;DR

The paper introduces ASK-IT/A2L, a strategic framework integrating formative assessment and classroom response systems in physics education to foster cognitive development and effective learning habits at high school and college levels.

Contribution

It presents a new structured approach for lesson planning, cognitive development stages, and habits of mind to enhance physics instruction using technology.

Findings

Effective integration of formative assessment improves student engagement.

The model-based design paradigm aids in creating targeted instructional items.

Applying habits of mind enhances metacognitive skills in students and teachers.

Abstract

The ASK-IT/Assessing-to-Learn (A2L) project is an attempt to bring a strategic approach to learning, instruction, and communication. ASK-IT/A2L seeks to integrate formative assessment and classroom response system use with physics instruction at both the high school and college levels. In this guide, we present a structure for discussing the new mindset students need in an ASK-IT/A2L classroom, consisting of twelve "habits of mind" for students to develop. To help teachers plan instruction, we present a model of five stages of cognitive development that most students need to follow to develop desirable knowledge and skills. We show how a typical lesson might be organized around "items," the smallest unit of ASK-IT/A2L lesson planning: questions, problems, or tasks given to students to work on individually or in groups. To help with item creation, we present our model-based design paradigm and suggest tips for avoiding common pitfalls and ways to match up cognitive goals with habits of mind. Finally, we apply the habits of mind to the metacognition of teachers and students.