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Teaching and Learning with Individually Unique Exercises

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  • Wayne Joerding

Abstract

In this article, the author describes the pedagogical benefits of giving students individually unique homework exercises from an exercise template. Evidence from a test of this approach shows statistically significant improvements in subsequent exam performance by students receiving unique problems compared with students who received traditional paper assignments that were identical across students. The author also describes the software developed by himself and his students to implement this approach to homework problems. The software generates unique computer-graded assignments for each student from an assignment template and scores the resulting exercises. Instructors can create questions that require students to interact with diagrams or provide solutions to symbolic equations. The software is freely available to educators under an open-source license, to use, edit, and improve as they choose.

Suggested Citation

  • Wayne Joerding, 2010. "Teaching and Learning with Individually Unique Exercises," The Journal of Economic Education, Taylor & Francis Journals, vol. 41(2), pages 125-135, March.
    • Handle: RePEc:taf:jeduce:v:41:y:2010:i:2:p:125-135
    DOI: 10.1080/00220481003613813
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    Cited by:

    1. John E. Wagner & David H. Newman, 2013. "The Simon-Ehrlich Bet: Teaching Relative Vs. Absolute Scarcity," The American Economist, Sage Publications, vol. 58(1), pages 16-26, May.
    2. Carlos Cortinhas, 2017. "Does formative feedback help or hinder students? An empirical investigation," Discussion Papers 1701, University of Exeter, Department of Economics.

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