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American Journal of Physics
written by Tara O'Brien Pride, Stamatis Vokos, and Lillian C. McDermott
The issue of how to assess learning is addressed in the context of an investigation of student understanding of the work-energy and impulse-momentum theorems. Evidence is presented that conceptual and reasoning difficulties with this material extend from the introductory to the graduate level and beyond. A description is given of the development of an instructional sequence designed to help students improve their ability to apply the theorems to real motions. Two types of assessment are compared. The results demonstrate that responses to multiple-choice questions often do not give an accurate indication of the level of understanding and that questions that require students to explain their reasoning are necessary. Implications for the preparation of teaching assistants are discussed.
American Journal of Physics: Volume 66, Issue 2, Pages 147-157
Subjects ADS Supplements Resource Types
Classical Mechanics
- Linear Momentum
= Impulse
- Work and Energy
Education - Applied Research
- Teacher Preparation
Education - Basic Research
- Assessment
= Instruments
- Reference Material
= Research study
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Format:
application/pdf
Access Rights:
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© 1998 American Journal of Physics
DOI:
10.1119/1.18836
Keywords:
assessment, energy theorem, mechanics, student experiments, teacher training, work energy theorem
Record Creator:
Metadata instance created July 13, 2005 by Lyle Barbato
Record Updated:
November 23, 2008 by Lyle Barbato
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Record Link
AIP Format
T. Pride, S. Vokos, and L. McDermott, Am. J. Phys. 66 (2), 147 (1998), WWW Document, (http://dx.doi.org/10.1119/1.18836).
AJP/PRST-PER
T. Pride, S. Vokos, and L. McDermott, The challenge of matching learning assessments to teaching goals: An example from the work-energy and impulse-momentum theorems Am. J. Phys. 66 (2), 147 (1998), <http://dx.doi.org/10.1119/1.18836>.
APA Format
Pride, T., Vokos, S., & McDermott, L. (1998). The challenge of matching learning assessments to teaching goals: An example from the work-energy and impulse-momentum theorems. Am. J. Phys., 66(2), 147-157. Retrieved August 2, 2014, from http://dx.doi.org/10.1119/1.18836
Chicago Format
Pride, T, S. Vokos, and L. McDermott. "The challenge of matching learning assessments to teaching goals: An example from the work-energy and impulse-momentum theorems." Am. J. Phys. 66, no. 2, (1998): 147-157, http://dx.doi.org/10.1119/1.18836 (accessed 2 August 2014).
MLA Format
Pride, Tara O'Brien, Stamatis Vokos, and Lillian C. McDermott. "The challenge of matching learning assessments to teaching goals: An example from the work-energy and impulse-momentum theorems." Am. J. Phys. 66.2 (1998): 147-157. 2 Aug. 2014 <http://dx.doi.org/10.1119/1.18836>.
BibTeX Export Format
@article{ Author = "Tara O'Brien Pride and Stamatis Vokos and Lillian C. McDermott", Title = {The challenge of matching learning assessments to teaching goals: An example from the work-energy and impulse-momentum theorems}, Journal = {Am. J. Phys.}, Volume = {66}, Number = {2}, Pages = {147-157}, Year = {1998} }
Refer Export Format

%A Tara O'Brien Pride
%A Stamatis Vokos
%A Lillian C. McDermott
%T The challenge of matching learning assessments to teaching goals:  An example from the work-energy and impulse-momentum theorems
%J Am. J. Phys.
%V 66
%N 2
%D 1998
%P 147-157
%U http://dx.doi.org/10.1119/1.18836
%O application/pdf

EndNote Export Format

%0 Journal Article
%A Pride, Tara O'Brien
%A Vokos, Stamatis
%A McDermott, Lillian C.
%D 1998
%T The challenge of matching learning assessments to teaching goals:  An example from the work-energy and impulse-momentum theorems
%J Am. J. Phys.
%V 66
%N 2
%P 147-157
%U http://dx.doi.org/10.1119/1.18836


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The AIP Style presented is based on information from the AIP Style Manual.

The AJP/PRST-PER presented is based on the AIP Style with the addition of journal article titles and conference proceeding article titles.

The APA Style presented is based on information from APA Style.org: Electronic References.

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