相关论文: Research-based assessment affordances and constrai…

The number and use of research-based assessments (RBAs) has grown significantly over the last several decades. Data from RBAs can be compared against national datasets to provide instructors with empirical evidence on the efficacy of their…

Historically, the implementation of research-based assessments (RBAs) has been a driver of educational change within physics and helped motivate adoption of interactive engagement pedagogies. Until recently, RBAs were given to students…

This Resource Letter provides a guide to research-based assessment instruments (RBAIs) for physics and astronomy classes, but goes beyond physics and astronomy topics to include: attitudes and beliefs about physics, epistemologies and…

Historically, the implementation of research-based assessments (RBAs) has been a driver of education change within physics and helped motivate adoption of interactive engagement pedagogies. Until recently, RBAs were given to students…

This resource letter provides a guide to research-based assessment instruments (RBAIs) of physics and astronomy content. These are standardized assessments that were rigorously developed and revised using student ideas and interviews,…

Assessments are usually thought of as ways for instructors to get information from students. In this work, we flip this perspective and explore how assessments communicate information to students. Specifically, we consider how assessments…

Physics Education Research (PER) practitioners have engaged in substantial curriculum development and dissemination work in recent years. Yet, it appears that this work has had minimal influence on the fundamental teaching practices of…

Grading can shape students' learning and encourage use of effective problem solving practices. Teaching assistants (TAs) are often responsible for grading student solutions and providing feedback, thus, their perceptions of grading may…

Despite the large body of research showing that students in STEM classes at all levels learn better via active learning than they do via lecture, post-secondary physics and astronomy (P&A) faculty members continue to primarily use…

Physics faculty care about their students learning physics content. In addition, they usually hope that their students will learn some deeper lessons about thinking critically and scientifically. They hope that as a result of taking a…

Teaching assistants (TAs) are often responsible for grading in introductory physics courses at large research universities. Their grading practices can shape students' approaches to problem solving and learning. Physics education research…

This resource letter intends to provide physics instructors - particularly graduate student teaching assistants - at the introductory university level with a small but representative collection of resources to acquire a familiarity with…

The current work aims to better understand student course experiences for those who reported negative perceptions in introductory physics. We conducted semi-structured interviews with 24 students who reported negative perceptions of their…

Calls to transform introductory college physics courses to include scientific practices require assessments that can measure the extent to which these transformations are effective. Such assessments should be able to measure students'…

A common hope of many physics educators and researchers is that students leave the course with a stronger sense that physics is relevant to them than when they entered the course. Multiple survey measures have attempted to measure shifts in…

The ability to emotionally or intellectually understand another person's thoughts and feelings-empathy-can foster critical connections that facilitate learning and collaboration. We present a case study of physics faculty that examines…

The gap between theory and practice is well-documented in educational research. Physics teachers' willingness to apply research findings in practice may be influenced by a sceptical attitude towards science education research. This study…

High-stakes assessments, such the Graduate Records Examination, have transitioned from paper to computer administration. Low-stakes Research-Based Assessments (RBAs), such as the Force Concept Inventory, have only recently begun this…

We are developing a new research based assessment (RBA) focused on quantitative reasoning -- rather than conceptual understanding -- in physics contexts. We rapidly moved administration of the RBA online in Spring 2020 due to the COVID-19…

Research shows that expert-like approaches to problem-solving can be promoted by encouraging students to explicate their thought processes and follow a prescribed problem-solving strategy. Since grading communicates instructors'…