29 Recommendations are tagged with "Assessment"
This article discusses the process of developing and validating research-based assessment instruments in the physics and astronomy education research community.
This article discusses and compares 11 research-based assessments in kinematics and forces, energy, rotation and density to help instructors choose one to use in their introductory course. It also discusses one assessment for intermediate mechanics.
This article discusses and compares 9 research-based assessments in electricity, magnetism and circuits to help instructors choose one to use in their introductory course. It also discusses 3 electricity and magnetism for upper-level courses.
This article discusses and compares 3 intermediate quantum mechanics research-based assessments, 5 upper-level quantum mechanics assessments and one relativity assessment to help instructors choose one to use in their course.
This article discusses and compares 4 research-based assessments on thermodynamics help instructors choose one to use in their course.
This article discusses and compares 5 research-based assessments on optics and waves: 4 for introductory courses and 1 for an upper-level course.
This article discusses and compares 8 research-based assessments in astronomy to help instructors choose one to use in their introductory course.
This article discusses and compares 6 research-based assessments in mathematics to use in your physics class to assess students' level of math readiness for a given physics class, or to assess students' understanding of math topics that are covered in physics classes.
This article discusses and compares 9 research-based assessments about students' beliefs and attitudes, 2 assessments about the nature of science and 3 assessments about self-efficacy in physics.
This article discusses and compares 3 research-based assessments on problem-solving to help you choose one to use in your course.
This article discusses and compares 2 research-based assessments on scientific reasoning to help you choose one to use in your course.
This article discusses and compares 4 research-based assessments on lab skills to help you choose one to use in your course.
Physics education researchers have created several surveys to assess one important aspect of thinking like a physicist: what students believe that learning physics is all about. In this article, we introduce attitudes and beliefs surveys and give advice on how to choose, administer, and score them in your classes.
There are a plethora of concept inventories in physics available for faculty to use. These multiple-choice research-based tests about physics concepts are valuable because they allow for standardized comparisons among institutions, instructors, or over time. In order for these comparisons to be meaningful, you should use best practices for administering and interpreting the tests.
Several observation protocols are available on the General Observation and Reflection Platform (GORP). GORP is a secure web-based platform that allows users to customize existing observation protocols, (and create their own protocols), in order to simplify data collection and sharing.
Instructors who are attempting active learning are often concerned that students won't like it, or will resist. It can be hard, even in the middle of a course, to gauge how well-engaged students are. This article focuses on ways to assess student engagement, both formally and informally.
Many research-based teaching methods in physics, including Peer Instruction, CAE Think-Pair-Share, Technology Enhanced Formative Assessment, and teaching with clickers, involve having your students discuss and answer multiple-choice conceptual questions. A challenge of using these methods is finding and writing good questions. This recommendation helps you find and write questions for your class.
Nearly all research-based teaching methods in physics involve some kind of small group discussions of challenging conceptual activities. Finding good activities is an important component of making small group discussions work in your class. This recommendation includes links to collections where you can find activities to use in your class.
Concept inventories are useful for assessing the effectiveness of your teaching, but as you use them, concerns and questions often come up. Here we discuss some common concerns about using concept inventories and related research that addresses these concerns.
PhET simulations are free, online interactive simulations for teaching and learning science. PhET is ideal for use in homework because the simulations are designed to cue students to explore cause-and-effect relationships, even without an instructor present.
Introduction to normalized gain:
The normalized gain, introduced by Hake in 1998 "as a rough measure of the effectiveness of a course in promoting conceptual understanding," has become the standard measure for reporting scores on research-based concept inventories. Hake defined the average normalized gain as:
<g> = (<Post> - <Pre>)/(100 - <Pre>)
When making changes in the way we teach our physics classes, we often want to measure the impact of these changes on our students' learning. Often we do this by administering a research-based assessment at the beginning and end of the class and calculating the change between pre and post. There are several different measures that can be used to tell you, in one number, how to compare learning...
PhysPort es un recurso de internet para apoyar a los profesores de física a utilizar estrategias de enseñanza y evaluación basadas en investigación en sus clases. El sitio es en ingles, pero muchos de los recursos a que se refiere han sido traducido a español. Esta página tiene una lista de recursos para enseñanza y evaluación…
Do your skeptical colleagues question you or ask you to justify your use of research-based teaching methods in physics? This recommendation provides answers to the most frequently asked questions about research-based teaching in physics from your skeptical colleagues.
-What is PER and why should I care?
-What are research-based teaching methods in physics and why should I care?
This is a draft outline for an article describing the results of physics education research that are most important for practicing physics instructors to know and apply in their classrooms. We will be publishing the results in installments on PhysPort. The goals of this article are to explain the research behind each result in enough detail that readers can easily understand why…
Several research-based teaching methods, including Peer Instruction, CAE Think/Pair/Share, and Technology-Enhanced Formative Assessment, involve asking students to discuss and answer multiple-choice conceptual questions in class. There are at least three methods of collecting students’ answers to these questions: clickers, flashcards, and show of hands. Lasry…
Concept inventories such as the Force Concept Inventory (FCI) have had a major impact on physics education reform: The FCI, a test of basic concepts of forces and acceleration, has been given to thousands of students throughout the country and the results show that PER-based teaching methods lead to dramatic improvements in students’ conceptual understanding of mechanics. These…
If you are using multiple-choice concept inventories such as the FCI, BEMA, or CLASS to assess your students’ learning, the PhysPort Data Explorer can help you get instant analysis and visualization of your results. In order to use the Data Explorer, you’ll need to have your students’ responses in some kind of electronic spreadsheet, such as an Excel or .csv file.…
Concept inventories are useful for assessing the effectiveness of your teaching, but only if your students take them seriously. You may be worried about how seriously your students are taking them. Here is what we know about students taking concept inventories seriously and some ideas for how you can encourage your students to do their best on these kinds of tests.
How seriously do…