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Teachers’ conflicting conceptual models and the efficacy of formative assessments
written by Gregory D. Kranich, Michael C. Wittmann, and Carolina Alvarado
We studied a group of middle school teachers as they modified curriculum and developed common formative assessments on force and motion concepts. While discussing assessment goals for student understanding of acceleration, two of the teachers held opposing models about the implications of the sign of acceleration on the direction of an object's motion and whether it was speeding up or slowing down. Failing to resolve the inconsistency between their individual models, the teachers wrote an assessment item for which both models would provide the same correct response, albeit for different reasons. The potential for correct answers for incorrect reasons created ambiguity in the classroom use of the assessment as a formative measure of student understanding. More specifically, the item had limited ability both to refine the teachers' thinking and accurately inform their instruction, interventions, and feedback that would support students in identifying their mistakes.
Physics Education Research Conference 2015
Part of the PER Conference series
College Park, MD: July 29-30, 2015
Pages 179-182
Subjects Levels Resource Types
Education - Applied Research
- Instructional Material Design
= Problem/Question
Education - Basic Research
- Assessment
= Formative Assessment
- Behavior
- Teacher Characteristics
= Content Knowledge
- Professional Development
- Reference Material
= Research study
PER-Central Type Intended Users Ratings
- PER Literature
- Researchers
- Professional/Practitioners
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Format:
application/pdf
Mirror:
https://doi.org/10.1119/perc.2015…
Access Rights:
Free access
License:
This material is released under a Creative Commons Attribution 3.0 license. Further distribution of this work must maintain attribution to the published article's author(s), title, proceedings citation, and DOI.
Rights Holder:
American Association of Physics Teachers
DOI:
10.1119/perc.2015.pr.040
NSF Numbers:
0962805
1222580
PACSs:
01.40.G-
01.40.-d
01.40.J-
Keyword:
PERC 2015
Record Creator:
Metadata instance created December 16, 2015 by Lyle Barbato
Record Updated:
December 18, 2015 by Lyle Barbato
Last Update
when Cataloged:
December 18, 2015
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Record Link
AIP Format
G. Kranich, M. Wittmann, and C. Alvarado, , presented at the Physics Education Research Conference 2015, College Park, MD, 2015, WWW Document, (https://www.compadre.org/Repository/document/ServeFile.cfm?ID=13865&DocID=4283).
AJP/PRST-PER
G. Kranich, M. Wittmann, and C. Alvarado, Teachers’ conflicting conceptual models and the efficacy of formative assessments, presented at the Physics Education Research Conference 2015, College Park, MD, 2015, <https://www.compadre.org/Repository/document/ServeFile.cfm?ID=13865&DocID=4283>.
APA Format
Kranich, G., Wittmann, M., & Alvarado, C. (2015, July 29-30). Teachers’ conflicting conceptual models and the efficacy of formative assessments. Paper presented at Physics Education Research Conference 2015, College Park, MD. Retrieved April 18, 2024, from https://www.compadre.org/Repository/document/ServeFile.cfm?ID=13865&DocID=4283
Chicago Format
Kranich, G, M. Wittmann, and C. Alvarado. "Teachers’ conflicting conceptual models and the efficacy of formative assessments." Paper presented at the Physics Education Research Conference 2015, College Park, MD, July 29-30, 2015. https://www.compadre.org/Repository/document/ServeFile.cfm?ID=13865&DocID=4283 (accessed 18 April 2024).
MLA Format
Kranich, Gregory, Michael Wittmann, and Carolina Alvarado. "Teachers’ conflicting conceptual models and the efficacy of formative assessments." Physics Education Research Conference 2015. College Park, MD: 2015. 179-182 of PER Conference. 18 Apr. 2024 <https://www.compadre.org/Repository/document/ServeFile.cfm?ID=13865&DocID=4283>.
BibTeX Export Format
@inproceedings{ Author = "Gregory Kranich and Michael Wittmann and Carolina Alvarado", Title = {Teachers’ conflicting conceptual models and the efficacy of formative assessments}, BookTitle = {Physics Education Research Conference 2015}, Pages = {179-182}, Address = {College Park, MD}, Series = {PER Conference}, Month = {July 29-30}, Year = {2015} }
Refer Export Format

%A Gregory Kranich %A Michael Wittmann %A Carolina Alvarado %T Teachers' conflicting conceptual models and the efficacy of formative assessments %S PER Conference %D July 29-30 2015 %P 179-182 %C College Park, MD %U https://www.compadre.org/Repository/document/ServeFile.cfm?ID=13865&DocID=4283 %O Physics Education Research Conference 2015 %O July 29-30 %O application/pdf

EndNote Export Format

%0 Conference Proceedings %A Kranich, Gregory %A Wittmann, Michael %A Alvarado, Carolina %D July 29-30 2015 %T Teachers' conflicting conceptual models and the efficacy of formative assessments %B Physics Education Research Conference 2015 %C College Park, MD %P 179-182 %S PER Conference %8 July 29-30 %U https://www.compadre.org/Repository/document/ServeFile.cfm?ID=13865&DocID=4283


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