{
  "annotation_id": "24aa7c39-b66a-4cdb-80fc-0608b9f41089",
  "date_created": "2026-03-02T18:00:59.868000Z",
  "date_modified": "2026-03-02T18:00:59.868000Z",
  "file_hash": "aea8e271af7022cc67cb2a2c5df61bb39d670e9cf886b440978f60bca835dd61",
  "private": false,
  "record": {
    "abstract": "The ASK-IT/Assessing-to-Learn (A2L) project is an attempt to bring a\nstrategic approach to learning, instruction, and communication. ASK-IT/A2L\nseeks to integrate formative assessment and classroom response system use with\nphysics instruction at both the high school and college levels. In this guide,\nwe present a structure for discussing the new mindset students need in an\nASK-IT/A2L classroom, consisting of twelve \"habits of mind\" for students to\ndevelop. To help teachers plan instruction, we present a model of five stages\nof cognitive development that most students need to follow to develop desirable\nknowledge and skills. We show how a typical lesson might be organized around\n\"items,\" the smallest unit of ASK-IT/A2L lesson planning: questions, problems,\nor tasks given to students to work on individually or in groups. To help with\nitem creation, we present our model-based design paradigm and suggest tips for\navoiding common pitfalls and ways to match up cognitive goals with habits of\nmind. Finally, we apply the habits of mind to the metacognition of teachers and\nstudents.",
    "arxiv_id": "physics/0508144",
    "authors": [
      "Robert J. Dufresne",
      "William J. Gerace",
      "Jose P. Mestre",
      "William J. Leonard"
    ],
    "categories": [
      "physics.ed-ph"
    ],
    "title": "ASK-IT/A2L: Assessing student knowlede with instructional technology",
    "url": "https://arxiv.org/abs/physics/0508144"
  },
  "schema_id": "dorsal/arxiv",
  "source": {
    "execution_id": "bb61fe7c-2729-455f-ae67-7c4748f3f306",
    "id": "arXiv Dataset IDs",
    "type": "Model",
    "variant": "snapshot-2026-03-01",
    "version": "0.1.0"
  },
  "user_id": 1000002
}