PERC 2021 Abstract Detail Page
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| Abstract Title: | Conceptualizing Assessments in PER Informed by Explicit Feedback for Instructors |
|---|---|
| Abstract: | PER-developed assessments are used to track students' progress in a curriculum. If carefully designed, such assessments can also be used by instructors to inform explicit course modifications beyond using them just as tools to evaluate student learning. However, this requires a mechanism to translate assessment outcomes, which are usually presented as a score, into meaningful information about student learning. This information can in turn inform actionable feedback for instructors. In this work, we advocate for PER-developed assessments that explicitly include actionable feedback for instructors. We demonstrate a mechanism to generate feedback for coupled, multiple-response tasks in the context of developing a new standardized assessment for upper-division thermal physics. The inherent features of the coupled, multiple-response tasks such as the ability to administer online with streamlined scoring inform its broader utility in classrooms with small to large student enrollment. |
| Abstract Type: | Contributed Poster Presentation |
| Session Time: | Poster Session 2 Room C |
| Poster Number: | 2C-13 |
Author/Organizer Information | |
| Primary Contact: |
Amali Priyanka Jambuge Department of Physics, Kansas State University Manhattan, KS 66506 Phone: 7854738286 |
| Co-Author(s) and Co-Presenter(s) |
Katherine D. Rainey, Department of Physics, University of Colorado Boulder Amogh Sirnoorkar, Department of Physics, Kansas State University Bethany R. Wilcox, Department of Physics, University of Colorado Boulder James T. Laverty, Department of Physics, Kansas State University |
