PERC 2016 Abstract Detail Page
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| Abstract Title: | Self-directed learning in the introductory university physics classroom |
|---|---|
| Abstract: | Many teachers wish to engage students and increase their motivation to study and become independent learners and problem-solvers. Most researched strategies are categorized under "active learning", or they seek to relate the content to the students' lives. Develop curriculum that acts directly to engage students by involving them in deciding what is studied and how. We implement a version of Standards-Based Grading that we call Competency-Based Assessment. We define the competencies and invite students to collaborate in deciding how the competencies are assessed, e.g. exams or projects, and allowing for reassessments. The next step involves students and teacher together defining the competencies. An informal survey from this semester shows indifferent to positive response from students in areas of exam content clarity and ability to retest competencies. Competency-Based Assessment, as part of a larger framework to include the student in decision-making in the classroom, may increase student engagement and meaningful learning. |
| Abstract Type: | Contributed Poster Presentation |
Author/Organizer Information | |
| Primary Contact: |
Brent Barker Roosevelt University 430 S Michigan Ave, WB816C Chicago, IL 60605 Phone: 312-341-3739 |
| Co-Author(s) and Co-Presenter(s) |
Kacper Lemiesz, Roosevelt University |
