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Abstract Title: Physics students' epistemological framings for a conceptual test question
Abstract: Quality assessment is important in physics education. However, it can be challenging to construct assessments measuring students' understanding of concepts and elicit deeper levels of cognition during problem solving.  Tests are common assessments, but students assume test questions will have a numeric or symbolic answer. This study analyzes test responses and reflections on a question without a numeric or symbolic answer from a calculus-based physics class.  Though designed to test conceptual understanding, it was largely unsuccessful due to students' assumptions that a numeric answer was needed. We analyzed students' responses and short reflections on the problem by looking at ways students tried to solve the problem and their uncertainties when confronted by a non-traditional test question. Using a framework of epistemological framing, we found that students used a variety of framings to pursue a solution; though common patterns emerge that can inform instructors and physics education researchers.
Abstract Type: Contributed Poster Presentation

Author/Organizer Information

Primary Contact: Tyler D. Scott
Northwestern College
101 7th Street SW
Orange City, IA 51041
and Co-Presenter(s)
Catherine McGough - Clemson University
Lisa Benson - Clemson University

Contributed Poster

Contributed Poster: Download the Contributed Poster