Documentation:WeBWorK/Uses and benefits

Immediate Feedback

Research has shown that good teaching practice gives prompt feedback to students ^[1] and goal-directed practice with targeted feedback can enhance student learning ^[2].

Each question in a WeBWork practice test, assignment or exam will provide immediate feedback to students if their responses are correct. It can help students assess their own knowledge on a specific topic.

Allowing multiple attempts provides students a chance to reflect on what they know and what they need to know.

Although not currently enabled at UBC, WeBWork also allows for customized hints when a student answers a question incorrectly.

When students answer a question incorrectly, they will be given immediate feedback. (Click to enlarge)

Individualized Problems

Questions in a WeBWork problem set or assignment are randomized. Each student will be given a unique assessment experience that discourages cheating.

Above are examples of the same problem set but with different first questions for 2 different students. (Click to enlarge)

Real-time Statistics

Effective teaching requires instructors to continually reflect on their past teaching experiences and adapt their courses based on feedback or evaluations ^[3].

WeBWork collects statistical data for each problem set that helps you customize your course or lesson plans. You can see data on areas such as the average number of attempts on a question and percentage of students who got a question correct.

Students can also see their own progress in the course with data from their responses to assignments and tests.

Above is an example of the statistics for an assignment. (Click to enlarge)

References

↑ Chickering, A. W., & Ehrmann, S. C. (1996). Implementing the seven principles. AAHE Bulletin, 49(2), 2-4. [1]
↑ Theory and Research-based Principles of Learning, Eberly Center for Teaching Excellence, Carnegie Mellon University, http://www.cmu.edu/teaching/principles/learning.html.
↑ Teaching Principles, Eberly Center for Teaching Excellence, Carnegie Mellon University, http://www.cmu.edu/teaching/principles/teaching.html

[1] Chickering, A. W., & Ehrmann, S. C. (1996). Implementing the seven principles. AAHE Bulletin, 49(2), 2-4. [1]

[2] Theory and Research-based Principles of Learning, Eberly Center for Teaching Excellence, Carnegie Mellon University, http://www.cmu.edu/teaching/principles/learning.html.

[3] Teaching Principles, Eberly Center for Teaching Excellence, Carnegie Mellon University, http://www.cmu.edu/teaching/principles/teaching.html

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