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Physical Review Special Topics - Physics Education Research
written by John Stewart and Shawn Ballard
This study examined the written work of students in the introductory calculus-based electricity and magnetism course at the University of Arkansas. The students' solutions to hourly exams were divided into a small set of countable features organized into three major categories, mathematics, language, and graphics. Each category was further divided into subfeatures. The total number of features alone explained more than 30% of the variance in exam scores and from 9% to 15% of the variance in conceptual posttest scores. If all features and subfeatures are used, between 44% and 49% of the variance in exam scores is explained and between 22% and 28% of the variance in conceptual posttest scores. The use of language is consistently positively correlated with both exam performance and conceptual understanding.
Subjects ADS Supplements Resource Types
Education - Basic Research
- Assessment
= Summative Assessment
- Communication
= Language
- Student Characteristics
= Skills
- Reference Material
= Research study
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Formats:
application/pdf
text/html
Access Rights:
Free access
License:
This material is released under a Creative Commons Attribution 3.0 license.
Rights Holder:
American Physical Society
DOI:
10.1103/PhysRevSTPER.6.020120
NSF Number:
0108787
PACSs:
01.40.Di
01.40.Fk
PTEC Grant No.:
PHY-0108787
Keywords:
Conceptual Understanding, Written Communication
Record Creator:
Metadata instance created February 27, 2011 by Lyle Barbato
Record Updated:
May 21, 2012 by Vince Kuo
Last Update
when Cataloged:
October 27, 2010
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Record Link
AIP Format
J. Stewart and S. Ballard, Phys. Rev. ST Phys. Educ. Res. 6 (2), 020120 (2010), WWW Document, (http://dx.doi.org/10.1103/PhysRevSTPER.6.020120).
AJP/PRST-PER
J. Stewart and S. Ballard, Effect of written presentation on performance in introductory physics Phys. Rev. ST Phys. Educ. Res. 6 (2), 020120 (2010), <http://dx.doi.org/10.1103/PhysRevSTPER.6.020120>.
APA Format
Stewart, J., & Ballard, S. (2010, October 27). Effect of written presentation on performance in introductory physics. Phys. Rev. ST Phys. Educ. Res., 6(2), 020120. Retrieved September 2, 2014, from http://dx.doi.org/10.1103/PhysRevSTPER.6.020120
Chicago Format
Stewart, John, and Shawn Ballard. "Effect of written presentation on performance in introductory physics." Phys. Rev. ST Phys. Educ. Res. 6, no. 2, (October 27, 2010): 020120, http://dx.doi.org/10.1103/PhysRevSTPER.6.020120 (accessed 2 September 2014).
MLA Format
Stewart, John, and Shawn Ballard. "Effect of written presentation on performance in introductory physics." Phys. Rev. ST Phys. Educ. Res. 6.2 (2010): 020120. 2 Sep. 2014 <http://dx.doi.org/10.1103/PhysRevSTPER.6.020120>.
BibTeX Export Format
@article{ Author = "John Stewart and Shawn Ballard", Title = {Effect of written presentation on performance in introductory physics}, Journal = {Phys. Rev. ST Phys. Educ. Res.}, Volume = {6}, Number = {2}, Pages = {020120}, Month = {October}, Year = {2010} }
Refer Export Format

%A John Stewart
%A Shawn Ballard
%T Effect of written presentation on performance in introductory physics
%J Phys. Rev. ST Phys. Educ. Res.
%V 6
%N 2
%D October 27, 2010
%P 020120
%U http://dx.doi.org/10.1103/PhysRevSTPER.6.020120
%O application/pdf

EndNote Export Format

%0 Journal Article
%A Stewart, John
%A Ballard, Shawn
%D October 27, 2010
%T Effect of written presentation on performance in introductory physics
%J Phys. Rev. ST Phys. Educ. Res.
%V 6
%N 2
%P 020120
%8 October 27, 2010
%U http://dx.doi.org/10.1103/PhysRevSTPER.6.020120


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