PERC 2024 Abstract Detail Page
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| Abstract Title: | Bridging the gap: data-driven insights for equitable physics assessment |
|---|---|
| Abstract Type: | Contributed Poster Presentation |
| Abstract: | In an effort to explore whether assessments may underreport student learning gains, particularly for minority identities in STEM, our research analyzes student responses to a prompt designed to elicit slower thinking about the topic of free-fall acceleration, which showed limited improvement on the Force and Motion Conceptual Evaluation (FMCE). We analyzed student responses on the FMCE administered at the beginning and again at the end of a two-year college, introductory, calculus-based physics course with a primarily male and Vietnamese or white population. We further investigated student understanding by administering a free-response, written reflection prompt providing opportunity for students to activate slow-thinking processes. We find that student responses contrast with data from the FMCE item, suggesting that FMCE responses alone provide limited evidence of students' underlying comprehension, and suggest that assessments utilizing primarily fast-thinking processes may not be optimal for increasing opportunities for students of all identities to achieve career goals. |
| Session Time: | Poster Session 1 |
| Poster Number: | A15 |
Author/Organizer Information | |
| Primary Contact: |
Chloe Hennessy South Seattle College Seattle, WA 98106 Phone: 3609275631 |
| Co-Author(s) and Co-Presenter(s) |
Abigail R. Daane (she/her) South Seattle College Andrew Boudreaux, Western Washington University |
