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Assessing quantitative skills

A comprehensive approach for assessing quantitative skills in physics education, focusing on setting goals, pre-tests, post-tests, skill characterization, and quality assurance. Utilizes math diagnostics, force concept inventory, pattern recognition, and logical progression rubrics. Visit http://groups.physics.umn.edu/physed/ for details.

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Assessing quantitative skills

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  1. Assessing quantitative skills Ken Heller School of Physics and Astronomy University of Minnesota Details at http://groups.physics.umn.edu/physed/ Supported in part by Department of Education (FIPSE), NSF, and the University of Minnesota

  2. Assessment First step - Setting Goals Skills Mathematical Logical Organizational Integration of Quantitative reasoning and concepts a broader knowledge base Second step - Determining the Initial State of the Learner Pre-tests Third step - Determining the Final State of the Learner Post-tests • Types of Assessment • Skill Characterization • Quality Assurance (QA) • Task Progress • Pattern Recognition • Rubrics

  3. Characterization of Initial Sample Easy to administer and analyze Skills used in the class Math Diagnostic 30 question multiple choice test on math skills

  4. Math Diagnostic Test g a 2b f q 3c Powers of ten (a) 4 x 10-7 [10-20%] (b) (c) 4 [20-28%] = ? (d) 40 [51-63%](e) 4 x 107 Triangles For this right triangle, cos q = ? (a) 2b/3c (b) a/3c (c) 2b/a [7-16%] (d) 3c/a [69-89%](e) a/2b • The slope of the curve pictured is equal to: • 0 m/s (b) 1/3 m/s [85-96%](c) 2 m/s(d) • 3 m/s [4-12%] (e) 6 m/s Graphs

  5. Quality Assurance Easy to administer and analyze Correlates with desired learning Force Concept Inventory (FCI) for Mechanics 30 question multiple choice test on concepts

  6. FCI Question 17 An elevator is being lifted up an elevator shaft at a constant speed by a steel cable, as shown in the figure. All frictional effects are negligible. In this situation, forces on the elevator are such that: Pre64 18 2 11 5 Post36 60 0 2 1 (A) the upward force by the cable is greater than the downward force of gravity. (B) the upward force by the cable is equal to the downward force of gravity. (C) the upward force by the cable is smaller thanthe down ward force of gravity. (D) the upward force by the cable is greater than the sum of the downward force of gravity and a downward force due to the air. (E) None of the above. (The elevator goes up because the cable is shortened, not because an upward force is exerted on the elevator by the cable).

  7. FCI changes Change to semesters

  8. Final State Pattern Recognition -Student Problem Solutions Initial State

  9. Rubric for evaluating problem solving • Physics Approach – deciding on an appropriate way to use physics knowledge in the problem. • Symbolic Translation of Physics Approach - deciding how to translate the physics approach into symbols that can be used in mathematics. • Appropriate Mathematics – use of mathematical rules to reach an answer • Logical Progression – an organized progress from the problem statement to an answer

  10. Logical Progression (entire problem solution)

  11. The End Please visit our website for more information: http://groups.physics.umn.edu/physed/

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