Journal Article Detail Page
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
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Record Link
<a href="https://www.compadre.org/GradTA/items/detail.cfm?ID=2577">O'Brien 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.</a>
AIP Format
T. O'Brien Pride, S. Vokos, and L. McDermott, , Am. J. Phys. 66 (2), 147 (1998), WWW Document, (https://doi.org/10.1119/1.18836).
AJP/PRST-PER
T. O'Brien 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), <https://doi.org/10.1119/1.18836>.
APA Format
O'Brien 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 March 16, 2025, from https://doi.org/10.1119/1.18836
Chicago Format
O'Brien 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, https://doi.org/10.1119/1.18836 (accessed 16 March 2025).
MLA Format
O'Brien Pride, Tara, 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. 16 Mar. 2025 <https://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 https://doi.org/10.1119/1.18836 %O application/pdf
EndNote Export Format
%0 Journal Article %A O'Brien Pride, Tara %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 https://doi.org/10.1119/1.18836 Disclaimer: ComPADRE offers citation styles as a guide only. We cannot offer interpretations about citations as this is an automated procedure. Please refer to the style manuals in the Citation Source Information area for clarifications.
Citation Source Information
The AIP Style presented is based on information from the AIP Style Manual. The APA Style presented is based on information from APA Style.org: Electronic References. The Chicago Style presented is based on information from Examples of Chicago-Style Documentation. The MLA Style presented is based on information from the MLA FAQ. |
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