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Abstract Title: Rubric design for open-ended assessments: Example from students’ construction of differential equations
Abstract: End-of-course assessments play important roles in the on-going attempt to improve instruction in physics courses: (1) Comparison of students' performance on assessments before and after instruction gives a measure of student learning; (2) Analysis of students' answers to assessment items provides insight into students' difficulties with specific concepts and practices. While open-ended assessments scored with detailed rubrics provide useful information about student reasoning to researchers, end users need to score students' responses so that they may obtain meaningful feedback on their instruction. One solution that satisfies end users and researchers is a grading rubric that separates scoring student work and uncovering student difficulties. We have constructed a separable rubric for the Colorado Classical Mechanics/Math Methods Instrument that has been used by untrained graders to score the assessment reliably, and by researchers to unpack common student difficulties. Here we present rubric development, measures of inter-rater reliability, and some uncovered difficulties.
Abstract Type: Contributed Poster Presentation

Author/Organizer Information

Primary Contact: Leanne Doughty
Department of Physics and Astronomy, Michigan State University
Biomedical Physical Sciences Bldg
567 Wilson Road
East Lansing, MI 48824
Co-Author(s)
and Co-Presenter(s)
Steven J. Pollock, Department of Physics, University of Colorado Boulder, Boulder, CO 80309

Marcos D. Caballero, Department of Physics and Astronomy, Michigan State University, East Lansing, MI 48824

Contributed Paper

Contributed Paper: Download the Contributed Paper