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Improving Student Learning Through Continuous Formative Assessment

Improving Student Learning Through Continuous Formative Assessment. Stamatis Vokos Hunter Close Lane Seeley Physics Department Seattle Pacific University. Eleanor Close Lezlie DeWater Physics Department & School of Education Seattle Pacific University. Jim Minstrell Pam Kraus

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Improving Student Learning Through Continuous Formative Assessment

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  1. Improving Student Learning Through Continuous Formative Assessment Stamatis Vokos Hunter Close Lane Seeley Physics DepartmentSeattle Pacific University Eleanor CloseLezlie DeWater Physics Department & School of EducationSeattle Pacific University Jim MinstrellPam Kraus FACET Innovations, LLC Supported in part by NSF grants ESI-0455796, the PhysTEC project, and the SPU Science Initiative

  2. Proportional reasoningA crucial skill • Numerous examples • Density, concentration, solubility, heat capacity, specific heat, uniform velocity, uniform acceleration, pressure, intensity, electric field, electric potential difference, capacitance, inductance, etc. • In addition, certain properties are characteristic. • Density, solubility, boiling point, specific heat, etc. To what extent do students recognize certain properties as characteristic?

  3. Density as a Characteristic Property A block of clay is cut into two different sized pieces, labeled X and Y. How does the density of X compare to the density of Y? Select all that apply. A. The density of X is greater than the density of Y. B. The density of X is less than the density of Y. The density of X is equal to the density of Y. Not possible to compare without additional information. Explain your answer.

  4. Density as a Characteristic Property A block of clay is cut into two different sized pieces, labeled X and Y. How does the density of X compare to the density of Y? Select all that apply. (N ~ 1300 students grades 6-12) A. (36%) The density of X is greater than the density of Y B. (4%) The density of X is less than the density of Y (36%) The density of X is equal to the density of Y (23%) Not possible to compare without additional information Explain your answer.

  5. Performance on Density Question by Grade Level N = 131 18 400 710 170 209 46

  6. How about college students? • Data from Steve Kanim, New Mexico State U., and Gary White, SPS and AIP.

  7. The question that keeps on giving The variation in student success rates on this question across populations is dramatic.

  8. How about a narrower grade band? • Data from a set of questions administered before instruction to all 7th graders in a partner district. • One of two versions of the density question assigned randomly to students with even or odd ID’s, with assignment flipped on alternate class periods.

  9. N=588 N=552

  10. A block of aluminum has been cut into two different size pieces, labeled 1 and 2. The teacher cuts a large block of clay into two different size pieces, labeled X and Y. • How does the density of 1 compare to the density of 2? • The density of 1 is greater than the density of 2. • The density of 1 is equal to the density of 2. • The density of 1 is less than the density of 2. • Not possible to compare without additional information. • How does the density of X compare to the density of Y? • The density of X is greater than the density of Y. • The density of X is less than the density of Y. • The density of X is equal to the density of Y. • Not possible to compare without additional information. 1 2

  11. How about the effect of instruction? • Data from all 8th graders in a partner school district. • Administered before and after instruction using Properties of Matter (STC). • Npre = 956. • Npost = 935.

  12. X>Y X<Y X=Y Not possible to compare 1>2 1=2 1<2 Not possible to compare Density as a Characteristic Property Pre-instruction Post-instruction Clay Aluminum 56% 4% 23% 17% 23% 53% 5% 19%

  13. 14% Mass 45%Density 12% Volume 42% Max mass of salt that can be dissolved in 1 mL of liquid 53% Temperature each liquid boils 48% Temperature each liquid freezes 14% None of the above 12% All correct choices selected 52% Mass of 1 mL of liquid 80%Density 44% Time to heat each liquid to boil 60% Max mass of salt that can be dissolved in 1mL of liquid 74% Temperature each liquid boils 71% Temperature each liquid freezes 2% None of the above 11% All correct choices selected Using Characteristic Properties Select all measurements that would be the same if the two unknown liquids (1 and 2) are the same. Pre-instruction Post-instruction

  14. Density is a difficult concept, which is not easily mastered. • To what extent have students mastered the underlying concepts of mass and volume?

  15. Fall 2005 - The two objects shown below are put on either side of an equal-arm balance. The balance remains horizontal. Based on this observation alone which of quantities are the same for the two objects? Select all that apply. (N ~ 1000) A. Volume B. Mass C. Surface area D. Density E. Temperature F. Number of atoms

  16. Fall 2005 - The two objects shown below are put on either side of an equal-arm balance. The balance remains horizontal. Cognitive Dissonance? Based on this observation alone which of quantities are the same for the two objects? Select all that apply. (N ~ 1000) A.(19%) Volume B.(68%) Mass C.(7%) Surface area D.(26%) Density E.(13%) Temperature F.(12%) Number of atoms Test Taking Sophistication (42% Mass only)

  17. Fall 2006 – The two objects shown below are put on either side of an equal-arm balance. The balance remains horizontal. Fall 2005 - The two objects shown below are put on either side of an equal-arm balance. The balance remains horizontal. (28%) (21%) (16%) (5%) (27%) (3%) Based on this observation alone which of quantities are the same for the two objects? Select all that apply. (N ~ 1000) A.(19%) Volume B.(68%) Mass C.(7%) Surface area D.(26%) Density E.(13%) Temperature F.(12%) Number of atoms Based on this observation alone which of quantities are the same for the block and the cylinder? (N = 611) A. Volume & Mass B. Mass & Density C. Volume, Mass and Density D. Volume only E. Mass only F. Density only (42% Mass only)

  18. Fall 2006 – The two objects shown below are put on either side of an equal-arm balance. The balance remains horizontal. Fall 2005 - The two objects shown below are put on either side of an equal-arm balance. The balance remains horizontal. (28%) (21%) (16%) (5%)(27%) (3%) Based on this observation alone which of quantities are the same for the two objects? Select all that apply. (N ~ 1000) A.(19%) Volume B.(68%) Mass C.(7%) Surface area D.(26%) Density E.(13%) Temperature F.(12%) Number of atoms Based on this observation alone which of quantities are the same for the block and the cylinder? (N = 611) A. Volume & Mass B. Mass & Density C. Volume, Mass and Density D. Volume only E. Mass only F. Density only (42% Mass only)

  19. Fall 2006 – The two objects shown below are put on either side of an equal-arm balance. The balance remains horizontal. Based on this observation alone which of quantities are the same for the block and the cylinder? (N = 611) A. Volume & Mass B. Mass & Density C. Volume, Mass and Density D. Volume only E. Mass only F. Density only 92% selected mass (28%) (21%) (16%) (5%)(27%) (3%)

  20. Are these results reliable? Fall 2006, Version A – The two objects shown below are put on either side of an equal-arm balance. The block goes down and the cylinder goes up. Fall 2006, Version B – The two objects shown below are put on either side of an equal-arm balance. The balance remains horizontal. Based on this observation alone, which of quantities is larger for the block? (N = 560) A.(21%) Volume & Mass B.(24%) Mass & Density C.(15%) Volume, Mass and Density D.(4%) Volume only E.(29%) Mass only F.(6%) Density only Based on this observation alone, which of quantities are the same for the block and the cylinder? (N = 611) A.(28%) Volume & Mass B.(21%) Mass & Density C.(16%) Volume, Mass and Density D.(5%) Volume only E.(27%) Mass only F.(3%) Density only 90% selected mass 92% selected mass

  21. It is this type of topic-by-topic analysis of student learning that promises to help teachers improve student achievement.

  22. Student Question Set for Density

  23. Nature of Matter • Data from the past 3 years comparing pre to post in 7th and 8th grades. • On all comparable questions, this past year’s 8th grade student outperform all the previous years’ data. • These improvements were seen on identical questions as well as questions in which we changed the context so that it was novel to the students and teachers.

  24. Density Example

  25. Motion, Force and Energy • Data from the past 4 of 5 years comparing pre to post in 7th and 8th grades. • On all comparable questions, this past year’s 8th grade student outperform all the previous years’ data. • These improvements were seen on identical questions as well as questions in which we changed the context so that it was novel to the students and teachers.

  26. Motion Example

  27. Motion Example

  28. Motion Example

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