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Abstract Title: Multiple Roles of Assessment in Upper-division Physics Course Reforms
Abstract: The University of Colorado at Boulder has been involved in a systematic program of middle- and upper-division course transformations. The role of assessment has been critical at three very different scales: (1) Formative assessment focused on the course itself in the design phase; (2) Formative assessment focused on students in the instructional phase; and (3) Summative assessment to determine student performance and the success of course design. We summarize the role and nature of assessments at each of these levels.  At the design scale, investigative measures include observations and surveys of students and student work. In the classroom, assessments to determine and address student difficulties include clicker questions, class activities, and tutorials. At the summative scale, assessments include faculty interviews and course and tutorial-scale posttests. We discuss the development of these different layers of assessments, provide a sampling of new materials, summarize summative outcomes, and outline ongoing challenges to sustainability.
Abstract Type: Gallery Session Poster
Poster Gallery Session: Formative and Summative Assessment in Upper-level Physics

Author/Organizer Information

Primary Contact: Steven Pollock
Department of Physics, University of Colorado, Boulder
and Co-Presenter(s)
Rachel Pepper, University of Colorado, Boulder
Stephanie Chasteen, University of Colorado, Boulder
Katherine Perkins, University of Colorado, Boulder