The University of Colorado at Boulder has been involved in a systematic program of upper-division undergraduate course transformations. The role of assessment has been critical at multiple, interconnected scales: (1) formative evaluation focused on the course itself in the design phase; (2) formative assessment focused on students in the instructional phase and (3) summative assessment to determine student performance and the success of course design. We summarize the role and nature of assessments at each of these levels. At the design scale, investigative measures include observations and surveys of students and student work. In the classroom, assessments to determine and address student difficulties include clicker questions and tutorials. At the summative scale, assessments include faculty interviews and course and tutorial-scale posttests. We discuss examples, affordances, outcomes, and challenges associated with these different layers of assessments at the upper-division level.
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8 February 2012
2011 PHYSICS EDUCATION RESEARCH CONFERENCE
3–4 August 2011
Omaha, NE
2011 Physics Education Research Conference
Research Article|
February 08 2012
Multiple roles of assessment in upper-division physics course reforms
Steven Pollock;
Steven Pollock
Science Education Initiative and Department of Physics, University of Colorado, Boulder, Colorado 80309,
USA
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Rachel Pepper;
Rachel Pepper
Science Education Initiative and Department of Physics, University of Colorado, Boulder, Colorado 80309,
USA
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Stephanie Chasteen;
Stephanie Chasteen
Science Education Initiative and Department of Physics, University of Colorado, Boulder, Colorado 80309,
USA
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Katherine Perkins
Katherine Perkins
Science Education Initiative and Department of Physics, University of Colorado, Boulder, Colorado 80309,
USA
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AIP Conf. Proc. 1413, 307–310 (2012)
Citation
Steven Pollock, Rachel Pepper, Stephanie Chasteen, Katherine Perkins; Multiple roles of assessment in upper-division physics course reforms. AIP Conf. Proc. 8 February 2012; 1413 (1): 307–310. https://doi.org/10.1063/1.3680056
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