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Abstract Title: Closing the Feedback Loop: Assessment in an Introductory Physics Course for Nonmajors
Abstract: Effective teaching requires that instructors are aware of what students know and how they learn. Assessment, particularly formative assessment, plays a key role in supporting student learning when it is used to inform instruction. Though the research literature has many examples of innovative science course reform efforts, few studies have examined assessment within these courses, particularly in courses that employ multiple components (e.g., lecture, laboratory, recitation) in which assessment is carried out by different instructors. The purpose of this study was to understand the way in which information about student learning is disseminated among faculty and teaching assistants (TAs) undertaking course reform efforts in an introductory physics course for nonmajors. Data were gathered through observations of class sessions and interviews with students, professors, and TAs.  We will share a model "feedback loop" through which assessment data can be used to inform instruction in introductory science courses.
Abstract Type: Contributed Poster

Author/Organizer Information

Primary Contact: Nilay Muslu
University of Missouri Columbia
Columbia, MO
and Co-Presenter(s)
Dr. Deborah Hanuscin
University of Missouri Columbia