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Abstract Title: Learning Problem-Solving Using Formative Assessment Rubrics
Abstract: In our introductory calculus based physics class, students learn to solve and assess problems using rubrics. The problems are complex, involving multiple concepts and stages (for example, using conservation of momentum and conservation of energy, in different stages). The rubrics have detailed but generic descriptors for different categories: physics concepts, representations, modeling the situation, problem-solving machinery, and reasonableness of answer. At previous meetings, we have shown that students improve upon evaluation abilities and learn to successfully use the rubrics for peer- and self-assessment, if they are also provided with taxonomies that connect the rubric items with a specific problem. In this poster, we first explore the effects of making the assessment more formative: how do students perform if they have to solve a problem, write a taxonomy, self-assess their work, and then revise their solution based on their taxonomy and self-assessment? We also discuss students' perceptions of the rubrics.
Abstract Type: Contributed Poster

Author/Organizer Information

Primary Contact: Sahana Murthy
Massachusetts Institute of Technology
24-610, 77 Mass. Ave.
Cambridge, MA 02139
Phone: 617-253-7698
Fax: 617-258-9500