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Abstract Title: Assessment feedback: A tool to promote scientific practices in upper-division
Abstract: Students' scores on assessments play a vital role in course modifications, though their effectiveness relies on the quality of the interpretation of these scores. We adapt the notion of assessments as a change agent so that a well-developed rubric accompanied by intentionally designed instructor feedback can act as a tool to inform course improvement. In conjunction with work developing a standardized upper-division thermal physics assessment, this pilot work articulates a methodology to determine feedback for instructors to inform how well their courses support students in meeting learning goals. In this paper, we present an example using a task targeting the scientific practice of "using mathematics" to explicate this methodology. This work highlights the importance of assessment feedback to inform explicit course modifications in physics.
Abstract Type: Contributed Poster Presentation
Session Time: Poster Session I
Poster Number: 1.K5
Contributed Paper Record: Contributed Paper Information
Contributed Paper Download: Download Contributed Paper

Author/Organizer Information

Primary Contact: Amali Priyanka Jambuge
Department of Physics, Kansas State University.
Manhattan, KS 66506
Phone: 7854738286
and Co-Presenter(s)
Katherine D. Rainey, Department of Physics, University of Colorado Boulder.
Bethany R. Wilcox, Department of Physics, University of Colorado Boulder.
James T. Laverty, Department of Physics, Kansas State University.