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Abstract Title: Development and validation of a physics-specific problem-solving process rubric
Abstract: We have begun the development and validation of a rubric for the assessment of problem-solving process for use in introductory physics courses. The initial rubric was based on research in expert-like problem solving practice and physics-specific collaborative group problem-solving. This initial rubric consisted of 12 criteria and was used to assess student problem-solving (N=46) on six problems across content in motion and force. Exploratory factor analysis identified 4 factors that we have categorized as: (1) modeling the problem, (2) determining the question, (3) defining relationships, and (4) planning and executing. These factors roughly align with our initial theory of the construct, suggesting evidence for criterion-related validity. Tau-equivalent reliability across 177 applications of the rubric was found to be 0.72. We also present inter-rater and test-retest reliability measures. Development is ongoing, specifically with respect to criteria demonstrating low item-total correlation, and the inclusion of blended conceptual/mathematical criteria for problem-type-specific sub-rubrics.
Abstract Type: Contributed Poster Presentation
Session Time: Poster Session I
Poster Number: A57
Contributed Paper Record: Contributed Paper Information
Contributed Paper Download: Download Contributed Paper

Author/Organizer Information

Primary Contact: Christopher Moore
Physics Department, University of Nebraska Omaha
6001 Dodge Street
Department of Physics
Omaha, NE 68182
Co-Author(s)
and Co-Presenter(s)
Taylor Crouch, Physics Department, University of Nebraska Omaha