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Abstract Title: Assessing physics quantitative literacy in algebra-based physics: lessons learned
Abstract Type: Contributed Poster Presentation
Abstract: Physics quantitative literacy (PQL) – applying familiar mathematics in novel ways in the context of physics – is ubiquitous across physics classrooms. The Physics Inventory for Quantitative Literacy, or PIQL, is a recently published reasoning inventory that can be used to assess PQL from calculus-based introductory physics through upper division courses (White Brahmia et. al 2021). There remains a need, however, for assessment of quantitative reasoning at the algebra-based level which includes not only algebra-based college courses but also pre-college physics courses. We present recent work adapting the PIQL to an algebra-based context towards developing the GERQN – the Generalized Equation-based Reasoning inventory for Quantities and Negativity. We report lessons learned from our efforts to adapt items from the calculus-based PIQL to the algebra-based GERQN, and from our experience translating the GERQN into Flemish as part of a larger, on-going research project. We discuss implications for instructors on what kinds of resources may be accessible to algebra-based students and indicative of early, calculus-like reasoning and on language accessibility for native and non-native English speakers alike for developing assessment items, curricular materials, and when speaking with students.
Session Time: Poster Session 1
Poster Number: I-62
Contributed Paper Record: Contributed Paper Information
Contributed Paper Download: Download Contributed Paper

Author/Organizer Information

Primary Contact: Charlotte Zimmerman
University of Washington
Seattle, WA 98105
and Co-Presenter(s)
Andrew McCarty, University of Washington
Mieke de Cock, Katholieke Universiteit Leuven
Alexis Olsho, United States Air Force Academy
Andrew Boudreaux, Western Washington University
Trevor Smith, Rowan University
Philip Eaton, Stockton University
Suzanne White Brahmia, University of Washington