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Abstract Title: What can assignments and assessments tell us about instruction in physics?
Abstract: Assignments and assessments that a teacher makes for her students can provide insight into the intellectual demand and expectations of a classroom, as well as the content addressed during instruction. As part of a study to develop assessments of teachers' Content Knowledge for the Teaching of Energy, we developed a protocol to assess the intellectual demand of the assignments and assessments that a teacher uses during instruction. In this poster, we will describe our coding scheme, provide contrasting examples of artifacts collected from two teachers during their unit on energy and discuss how similar topics within energy are treated differently in each example. We will then show how the intellectual demand of artifacts as measured by our protocol is related to other measures of practice, such as classroom observation measures, a teacher's content knowledge for teaching and student outcomes.
Abstract Type: Contributed Poster Presentation

Author/Organizer Information

Primary Contact: Robert Zisk
Rutgers University
10 Seminary Pl
New Brunswick, NJ 08901
Phone: 7326729432
and Co-Presenter(s)
Eugenia Etkina, Drew Gitomer