Writing good peer instruction questionsPeter Newbury
Writing good peer instruction questions. Presented at the CSULA STEM Summer Institute on Active Learning in the STEM classroom.
Peter Newbury
September 2013
STAT 200 Introduction to Statistics Page 1 of91. True or .docxwhitneyleman54422
STAT 200: Introduction to Statistics Page 1 of9
1. True or False. Show work.
(a) If A and B are disjoint, peA) = 0.4 and PCB) = 0.5, then peA OR B) = 0.9.
(b) If the variance for a data set is zero, then all the observations in this data set must be
identicaL
(c) There may be more than one mode in a data set.
(d) A 90% confidence interval is wider than a 95% confidence interval of the same parameter.
(e) In a right-tailed test, the value of the test statistic is 2. The test statistic follows a
distribution with the distribution curve shown below. If we know the shaded area is 0.03,
then we have sufficient evidence to reject the null hypothesis at 0.05 level of significance.
2. Choose the best answer. Show work.
(a) UMUC STAT Club wanted to estimate the study hours of STAT 200 students. One STAT 200
section was randomly selected and all students from that section were asked to fill out the
questionnaire. This type of sampling is called:
(i) cluster
(ii) convenience
(iii) systematic
(iv) stratified
STAT 200: Introduction to Statistics Page 2 of9
(b) A study was conducted at a local college to analyze the trend of average GPA of all students
graduated from the college. According to the Registrar, the average GPA for students with
economics major from the class of2016 is 3.5. The value 3.5 is a
(i) statistic
(ii) parameter
(iii) cannot be determined
STAT 200: Introductionto Statistics Page 3 of9
(c) The hotel ratings are usually on a scale from 0 star to 5 stars. The level of this measurement is
(i) interval
(ii) nominal
(iii) ordinal
(iv) ratio
(d) 500 students took a chemistry test. You sampled 100 students to estimate the average score and
the standard deviation. How many degrees of freedom were there in the estimation of the
standard deviation?
(i) 99
(ii) 100
(iii) 499
(iv) 500
(e) You choose an alpha level of 0.01 and then analyze your data. What is the probability that you will
make a Type Ierror given that the null hypothesis is true?
(i) 0.025
(ii) 0.05
(iii) 0.01
(iv) 0.10
STAT 200: Introduction to Statistics Page 4 of9
3. A random sample of 500 students was chosen from UMUC STAT 200 classes. The frequency
distribution below shows the distribution for study time each week (in hours). Show work.
Study Time (in hours) Frequency Relative Frequency
0.0-5.0 40
5.1-10.0 100
10.1-15.0 0.25
15.1- 20.0 120
20.1- 25.0
Total 500
(a) Complete the frequency table with frequency and relative frequency. Express the relative
frequency to two decimal places.
(b) What percentage of the study times was not more than 15 hours?
(c) In what class interval must the median lie? 5.1-10.0, 10.1 -15.0, 15.1- 20.0, or 20.1 - 25.0?
Why?
STAT 200: Introduction to Statistics Page 5 of9
4. The five-number summary below shows the grade distribution of a STAT 200 quiz for a
sample of 500 students.
20 45 65 75 tOO
o /0 20 30 40 50 60 70 80 90 100
Answer each question based on the given information, and explain your answer in each
ca.
Learning Outcomes: Blueprints for Teaching and LearningPeter Newbury
Slides for learning outcomes workshop I facilitated at 2017 British Columbia Institute of Technology (BCIT) School of Transportation Development Day on October 31, 2017.
Peter Newbury
UBC Okanagan
CC-BY
My keynote presentation at the 2017 British Columbia Institute of Technology (BCIT) School of Transportation Development Day on October 31, 2017.
Peter Newbury
UBC Okanagan
CC-BY
Writing good peer instruction questionsPeter Newbury
Writing good peer instruction questions. Presented at the CSULA STEM Summer Institute on Active Learning in the STEM classroom.
Peter Newbury
September 2013
STAT 200 Introduction to Statistics Page 1 of91. True or .docxwhitneyleman54422
STAT 200: Introduction to Statistics Page 1 of9
1. True or False. Show work.
(a) If A and B are disjoint, peA) = 0.4 and PCB) = 0.5, then peA OR B) = 0.9.
(b) If the variance for a data set is zero, then all the observations in this data set must be
identicaL
(c) There may be more than one mode in a data set.
(d) A 90% confidence interval is wider than a 95% confidence interval of the same parameter.
(e) In a right-tailed test, the value of the test statistic is 2. The test statistic follows a
distribution with the distribution curve shown below. If we know the shaded area is 0.03,
then we have sufficient evidence to reject the null hypothesis at 0.05 level of significance.
2. Choose the best answer. Show work.
(a) UMUC STAT Club wanted to estimate the study hours of STAT 200 students. One STAT 200
section was randomly selected and all students from that section were asked to fill out the
questionnaire. This type of sampling is called:
(i) cluster
(ii) convenience
(iii) systematic
(iv) stratified
STAT 200: Introduction to Statistics Page 2 of9
(b) A study was conducted at a local college to analyze the trend of average GPA of all students
graduated from the college. According to the Registrar, the average GPA for students with
economics major from the class of2016 is 3.5. The value 3.5 is a
(i) statistic
(ii) parameter
(iii) cannot be determined
STAT 200: Introductionto Statistics Page 3 of9
(c) The hotel ratings are usually on a scale from 0 star to 5 stars. The level of this measurement is
(i) interval
(ii) nominal
(iii) ordinal
(iv) ratio
(d) 500 students took a chemistry test. You sampled 100 students to estimate the average score and
the standard deviation. How many degrees of freedom were there in the estimation of the
standard deviation?
(i) 99
(ii) 100
(iii) 499
(iv) 500
(e) You choose an alpha level of 0.01 and then analyze your data. What is the probability that you will
make a Type Ierror given that the null hypothesis is true?
(i) 0.025
(ii) 0.05
(iii) 0.01
(iv) 0.10
STAT 200: Introduction to Statistics Page 4 of9
3. A random sample of 500 students was chosen from UMUC STAT 200 classes. The frequency
distribution below shows the distribution for study time each week (in hours). Show work.
Study Time (in hours) Frequency Relative Frequency
0.0-5.0 40
5.1-10.0 100
10.1-15.0 0.25
15.1- 20.0 120
20.1- 25.0
Total 500
(a) Complete the frequency table with frequency and relative frequency. Express the relative
frequency to two decimal places.
(b) What percentage of the study times was not more than 15 hours?
(c) In what class interval must the median lie? 5.1-10.0, 10.1 -15.0, 15.1- 20.0, or 20.1 - 25.0?
Why?
STAT 200: Introduction to Statistics Page 5 of9
4. The five-number summary below shows the grade distribution of a STAT 200 quiz for a
sample of 500 students.
20 45 65 75 tOO
o /0 20 30 40 50 60 70 80 90 100
Answer each question based on the given information, and explain your answer in each
ca.
Learning Outcomes: Blueprints for Teaching and LearningPeter Newbury
Slides for learning outcomes workshop I facilitated at 2017 British Columbia Institute of Technology (BCIT) School of Transportation Development Day on October 31, 2017.
Peter Newbury
UBC Okanagan
CC-BY
My keynote presentation at the 2017 British Columbia Institute of Technology (BCIT) School of Transportation Development Day on October 31, 2017.
Peter Newbury
UBC Okanagan
CC-BY
"Getting to Know You"
Presentation to support a jigsaw activity to explore student diversity. Full details at
peternewbury.org/2016/08/getting-to-know-you
CIRTL Spring 2016 The College Classroom Meeting 10 - The First Day of ClassPeter Newbury
Peter Newbury
UC San Diego
and
Tom Holme
Iowa State University
collegeclassroom.ucsd.edu
Center for the Integration of Research, Teaching and Learning (CIRTL) Network - cirtl.net
CIRTL Spring 2016 College Classroom Meeting 9: TransparencyPeter Newbury
Tom Holme
Iowa State University
and
Peter Newbury
UC San Diego
collegeclassroom.ucsd.edu
Center for the Integration of Research, Teaching and Learning (CIRTL) Network - cirtl.net
CIRTL Spring 2016 The College Classroom Meeting 8 - Teaching-as-ResearchPeter Newbury
Peter Newbury
UC San Diego
and
Tom Holme
Iowa State University
collegeclassroom.ucsd.edu
Center for the Integration of Research, Teaching and Learning (CIRTL) Network - cirtl.net
CIRTL Spring 2016 The College Classroom Meeting 7 - They're not dumb, they're...Peter Newbury
Peter Newbury
UC San Diego
and
Tom Holme
Iowa State University
collegeclassroom.ucsd.edu
Center for the Integration of Research, Teaching and Learning (CIRTL) Network - cirtl.net
CIRTL Spring 2016 The College Classroom Meeting 6 - Peer InstructionPeter Newbury
Peter Newbury
UC San Diego
and
Tom Holme
Iowa State University
collegeclassroom.ucsd.edu
Center for the Integration of Research, Teaching and Learning (CIRTL) Network - cirtl.net
CIRTL Spring 2016 The College Classroom Meeting 5 - Active LearningPeter Newbury
Peter Newbury
UC San Diego
and
Tom Holme
Iowa State University
collegeclassroom.ucsd.edu
Center for the Integration of Research, Teaching and Learning (CIRTL) Network - cirtl.net
CIRTL Spring 2016 The College Classroom Meeting 4 - Fixed and Growth Mindset ...Peter Newbury
Peter Newbury
UC San Diego
and
Tom Holme
Iowa State University
collegeclassroom.ucsd.edu
Center for the Integration of Research, Teaching and Learning (CIRTL) Network - cirtl.net
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
Normal Labour/ Stages of Labour/ Mechanism of LabourWasim Ak
Normal labor is also termed spontaneous labor, defined as the natural physiological process through which the fetus, placenta, and membranes are expelled from the uterus through the birth canal at term (37 to 42 weeks
Welcome to TechSoup New Member Orientation and Q&A (May 2024).pdfTechSoup
In this webinar you will learn how your organization can access TechSoup's wide variety of product discount and donation programs. From hardware to software, we'll give you a tour of the tools available to help your nonprofit with productivity, collaboration, financial management, donor tracking, security, and more.
Unit 8 - Information and Communication Technology (Paper I).pdfThiyagu K
This slides describes the basic concepts of ICT, basics of Email, Emerging Technology and Digital Initiatives in Education. This presentations aligns with the UGC Paper I syllabus.
Embracing GenAI - A Strategic ImperativePeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
A Strategic Approach: GenAI in EducationPeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
Digital Tools and AI for Teaching Learning and Research
Sample peer instruction questions
1. Peer Instruction Questions
These questions are used in a workshop about
writing good peer instruction questions. Some are
good and some are bad.
Which are which? I’m not telling you here – that’s
what the workshop is about…
Peter Newbury
ctd.ucsd.edu
Peer Instruction QuestionsPeter Newbury
(UCSD) 1
2. What makes a good
peer instruction question?
Peer Instruction Questions
Peter Newbury (UCSD)
clarity Students waste no effort trying to figure out
what’s being asked.
context Is this topic currently being covered in class?
learning
outcome
Does the question make students do the right
things to demonstrate they grasp the concept?
distractors What do the “wrong” answers tell you about
students’ thinking?
difficulty Is the question too easy? too hard?
stimulates
thoughtful
discussion
Will the question engage the students and
spark thoughtful discussions? Are there
openings for you to continue the discussion?
(Adapted from Stephanie Chasteen, CU Boulder)
2
3. (Question: Sujatha Raghu from Braincandy via LearningCatalytics)
(Image: CIM9926 by number657 on flickr CC)
Chemistry
Melt chocolate over low heat. Remove the
chocolate from the heat.What will happen
to the chocolate?
A) It will condense.
B) It will evaporate.
C) It will freeze.
Peer Instruction Questions
Peter Newbury (UCSD)
1
4. Physics / Prediction
A ball is rolling around
the inside of a circular
track.The ball leaves
the track
at point P.
Which path
does the ball
follow?
Peer Instruction Questions
Peter Newbury (UCSD)
P
A
B
C
E
D
(adapted from Mazur)
2
5. Astronomy
Which of these are reasons for the seasons?
i. height of the Sun in the sky during the day
ii. Earth’s distance from the Sun
iii. how many hours the Sun is up each day
A) ii only
B) iii only
C) i and ii
D) i and iii
E) i, ii and iii
Peer Instruction Questions
Peter Newbury (UCSD) (P. Newbury, UCSD)
3
6. Astronomy
How many of these are reasons for the seasons?
the height of the Sun in the sky during the day
Earth’s distance from the Sun
how many hours the Sun is up each day
A) one
B) two
C) all three
Peer Instruction Questions
Peter Newbury (UCSD) (P. Newbury, UCSD)
4
7. English / Literature
Select the line
that you feel has
the strongest
imagery in “Fast
rode the knight”
by Stephen
Crane (1905).
Peer Instruction Questions
Peter Newbury (UCSD)
Fast rode the knight
With spurs, hot and reeking,
Ever waving an eager sword,
"To save my lady!"
Fast rode the knight,
And leaped from saddle to war.
Men of steel flickered and gleamed
Like riot of silver lights,
And the gold of the knight's good banner
Still waved on a castle wall.
. . . . .
A horse,
Blowing, staggering, bloody thing,
Forgotten at foot of castle wall.
A horse
Dead at foot of castle wall.
A
B
C
D
E
(adapted from David Kurtz, via LearningCatalytics)
5
9. Mathematics
Which of the following is an incorrect step when
using the substitution method to evaluate the
definite integral
A)
B)
Peer Instruction Questions
Peter Newbury (UCSD)
4
0
32
1 dxxx
3
1 xu
dxx
du 2
3
4
03
1
duu
(adapted from Bruff (2009))
C)
D) none
7
10. History
According to Augustine, which do you think was
the most significant event in his conversion to
Christianity? Be prepared to defend your choice
with evidence from the readings.
A) Corporal punishments as a school-boy
B) Student years of follies (studies and
promiscuity)
C) Stealing the pears from the neighbor’s tree
D) Death of his classmate/friend
Peer Instruction Questions
Peter Newbury (UCSD) (H. Keller-Lapp, UCSD)
8
11. Physics, Part 1
Susan throws a ball straight up into the air. It goes up and
then falls back into her hand 2 seconds later.
Draw a graph showing the velocity of the ball from the
moment it leaves her hand until she catches it again.
Peer Instruction Questions
Peter Newbury (UCSD)
time
velocity
2 sec0
(adapted from CWSEI UBC)
After students
draw their
graphs, present
the choices in
Part 2.
9
12. Physics, Part 2
Which of these is the closest match to your graph?
A)
B)
Peer Instruction Questions
Peter Newbury (UCSD) (adapted from CWSEI UBC)
time
velocity
2 sec0 time
velocity
2 sec0
time
velocity
2 sec0 time
velocity
2 sec0
C)
D)
E) something else
After students
draw their graphs
in Part 1, present
these choices.
10
13. Physics
Susan throws a ball straight up into the air. It goes up and
then falls back into her hand 2 seconds later.Which graph
shows the velocity of the ball?
A)
B)
Peer Instruction Questions
Peter Newbury (UCSD) (adapted from CWSEI UBC)
time
velocity
2 sec0
time
velocity
2 sec0
time
velocity
2 sec0 time
velocity
2 sec0
C) v
D)
11
14. Statistics
What are the mean and median of these
numbers?
74, 32, 35, 87, 28, 36, 11, 26, 93, 56, 34, 52, 8
A) 13, 36
B) 44, 35
C) 572, 93
D) 48,13
Peer Instruction Questions
Peter Newbury (UCSD) (adapted from Peck, mathquest.carroll.edu/resources.html)
12
15. Statistics
For the data set displayed in the histogram, which
is larger, the mean or the median?
A) mean
B) median
C) can’t tell without knowing the numbers
Peer Instruction Questions
Peter Newbury (UCSD) (adapted from Peck, mathquest.carroll.edu/resources.html)
13
16. History / Political Science
In what year did the U.S. join World War II?
A) 1939
B) 1941
C) 1944
D) 1945
Peer Instruction Questions
Peter Newbury (UCSD)
14
17. Computer Science
How many times does X get printed?
A) 0
B) 9
C) 10
D) 11
E) infinitely many times
Peer Instruction Questions
Peter Newbury (UCSD)
for (int i = 0; i<10; i++)
{
Print(“X”);
{
(Beth Simon, UCSD)
15
18. Computer Science
Which of these for-loop headers runs10 times?
A) for (int j = 0; j < 10; j++)
B) for (int j = 1; j < 10; j++)
C) for (int j = 0; j <= 10; j++)
D) for (int j = 1; j <= 10; j++)
Peer Instruction Questions
Peter Newbury (UCSD) (Beth Simon, UCSD)
16
19. History
In your opinion, which had the most positive
impact on the modern world? Be prepared to
defend your choice with evidence from the
readings.
A) coffee
B) tea
C) chocolate
D) spice
E) sugar
Peer Instruction Questions
Peter Newbury (UCSD) (M. Herbst, UCSD)
17
20. Research Methods
A researcher tests whether Medicine A is more
effective than Medicine B. She hypothesizes Medicine
A will be more effective.
After analyzing the results of her study, she find there
is no difference in the effectiveness of the two
medicines. What can she conclude?
A) The null hypothesis should be accepted.
B) The alternate hypothesis should be accepted.
C) The alternate hypothesis should be rejected.
D) The null hypothesis should be rejected.
Peer Instruction Questions
Peter Newbury (UCSD) (Adapted from E.Walker, UCSD)
18
21. Research Methods
A researcher tests whether Medicine A is more
effective than Medicine B. She hypothesizes Medicine
A will be more effective.
After analyzing the results of her study, she find there
is no difference in the effectiveness of the two
medicines. She can conclude
the ______ hypothesis should be ______.
A) null, accepted
B) null, rejected
C) alternate, accepted
D) alternate, rejected
Peer Instruction Questions
Peter Newbury (UCSD) (Adapted from E.Walker, UCSD)
19
22. Biology
Your sister calls to say she’s having twins.Which of
the following is more likely? (Assume she’s not
having identical twins.)
A) twin boys
B) twin girls
C) one boy and one girl
D) all are equally likely
Peer Instruction Questions
Peter Newbury (UCSD) (D. Bruff, Vanderbilt U)
20
23. Linguistics
“Lawyers give poor legal advice”
What does this newspaper headline mean?
A) Lawyers are giving legal advice to poor people.
B) The advice lawyers are giving isn’t very good.
Peer Instruction QuestionsPeter
Newbury (UCSD) (adapted from C. Barkley, UCSD)
21