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Beta-Test Data on an Assessment of Textbook Problem Solving Ability: An Argument for Right/Wrong Grading? Documents

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Beta-Test Data on an Assessment of Textbook Problem Solving Ability: An Argument for Right/Wrong Grading? 

written by Karen Cummings and Jeffrey Marx

We have developed an assessment of students' ability to solve standard textbook style problems and are currently engaged in the validation and revision process. The assessment covers the topics of force and motion, conservation of momentum and conservation of energy at a level consistent with most calculus-based, introductory physics courses. This tool is discussed in more detail in an accompanying paper by Marx and Cummings. [1] Here we present preliminary beta-test data collected at four schools during the 2009/2010 academic year. Data include both pre- and post-instruction results for introductory physics courses as well as results for physics majors in later years. In addition, we present evidence that right/wrong grading may well be a perfectly acceptable grading procedure for a course-level assessment of this type.

Published August 24, 2010
Last Modified January 19, 2011

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