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PERC 2010 Abstract Detail Page

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Abstract Title: Preliminary Validation Data for an Assessment of Textbook Problem Solving Ability: An Argument for Right/Wrong Grading?
Abstract: 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 abstract, poster  and paper by Marx and Cummings.  Here we present preliminary validation data collected from 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.
Abstract Type: Contributed Poster

Author/Organizer Information

Primary Contact: Karen Cummings
Southern Connecticut State University
501 Crescent St
New Haven, CT 06515
Phone: 203-392-7043
Co-Author(s)
and Co-Presenter(s)
Jeffrey Marx, McDaniel College