This presentation describes the analysis of the results of conceptual pre/post student assessment instruments. Questions of correlations between learning and initial understanding and normalizing the reported gain are covered.
David E. Meltzer
This presentation describes some ways in which science teachers can be assessed. Among the quantities that may be measured are student learning, the use of science processes by students, attitudes, and the management of the classroom. Rubrics for teacher assessment and many tools are given.
Priscilla W. Laws
This presentation outlines active learning techniques and active assessments used to measure student learning. The assessment instruments covered force and motion, electricity, and mathematical modeling. The results for various interactive-engagement curricula are given.
the Physics Teacher Education Coalition
The physics education community has long recognized the need for valid and reliable assessments of content in physics courses, and education researchers have developed numerous assessments with the intent of measuring student learning. These conceptual surveys have done much to awaken the physics community to the understanding that while traditional didactic instruction may train students to produce correct solutions to seemingly complex problems, such instruction often does little to alter students' fundamental conceptual thinking. PhysTEC provides links to several assessment instruments, as well as strategies for employing them.
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