... as they identify discrepancies between current and desired performance ( McMillan and Hearn, 2008 ). However, there is little empirical evidence on the effects of students’ self-assessment on physics learning. Jax et al. (2019) conducted a classroom-based quasi-experiment to test whether contrasting...

... Crouch , C. H.   et al. , Research-Based Reform of University Physics , edited by E. F.   Redish and P. J.   Cooney ( American Association of Physics Teachers , College Park, MD , 2007 ), pp. 1 – 55 . Dann , R. , Assess. Educ.: Princ. Policy Pract.   21 ( 2 ), 149 – 166...

... and interpreted. Several research-based, research-validated multiple-choice conceptual tests have been developed and used in the PER in order to assess students' conceptual understanding. Research-based, research-validated conceptual assessment instruments differ from typical exams in their creation, usage...

... the students on these assessments? Table 13.2 shows the average overall success and standard deviation for the cumulative results and separately for the experimental part of the tests for each group of students. In addition, the correlations between students’ scores on the experimental tasks...

... as they learned about energy; rather, claims about learning progressions are based upon how older students tend to respond to energy assessment tasks compared to younger students. Second, none of the studies included a particular instructional component. Thus, student learning about energy was assumed to have...

... both standard-based as well as research-informed perspectives to identify the competencies pre-service physics teachers should acquire during their teacher education program. Several countries have introduced state- or nation-wide teacher competence frameworks or standards for teacher education...

... for deciding how much variation of results across studies can be accepted while still assessing the studies to be replications of one another. For example, the Particle Data Group has adopted a standard that loosely corresponds to the true between-study variation that is 25% of the estimation error (see...

... the course while preparing them for future courses. In order to achieve these goals within the course, formative assessment is essential. SCALE-UP showed success in accomplishing these goals through standardized concept inventories, problem-solving success on specific exam problems, and student failure rates...

... common approaches to measuring decision-making: standardized assessment instruments, evaluating students' submitted lab work, and video analysis. Only a few standardized, research-based assessment instruments are currently in circulation. The Lawson Test of Scientific Reasoning ( Lawson, 1978 ) focuses...

... a home in standards. Furthermore, teachers can effectively integrate technology into teaching by having a TPACK because designing and assessing teacher knowledge focused on enhancing student learning in various content areas with different technologies is the main focus of the TPACK framework (AACTE...

... findings relevant to the six elements of the framework, we found that some of those elements lack a systematic research approach. These elements are Goals and Assessment and Teacher orientation and expectations of teacher behavior. Based on this lack of systematic research and the specific gap(s...

... IPLS courses address a somewhat different set of topics than the standard calculus-based introductory course, existing instruments for evaluating student learning do not match these courses well. Consequently, as described in more detail in Sec. 20.4 , IPLS has spurred the development of new...

... of thermodynamics and heat engines. The study was performed in U.S. university courses, including introductory algebra-based and calculus-based physics, and more advanced thermal physics courses at the sophomore or junior level. Data were collected via written graded and ungraded assessment items at various stages...

... the risks of PV systems; Identify effective risk reduction measures; Verify the acceptable degree of PV penetration in the distribution network; Probabilistically assess the impact of intermittent PV resources on power distribution system adequacy, security, rotation reserve, planning, and real...

... materials with broad focus points such as “inquiry,” “hands-on work,” or “standards-based teaching” are usually poorly defined and do not help the teacher to understand their specific characteristics ( Hammerness et al., 2005 ). The dissemination of the proposals for teaching approaches must...

...., implementing inquiry-based teaching, ambitious science teaching, model-based teaching, context-based teaching, etc. Some of them deal with narrower objectives related to a particular teaching technique, such as formative assessment. Three types of results emerge: These studies confirm that social structures...

...-9122-4 Caleon , I. and Subramaniam , R. , Phys. Educ.   48 ( 5 ), 657 – 663 ( 2013 ). 10.1088/0031-9120/48/5/657 Care , E.   et al. , Assessment and Teaching of 21st Century Skills ( Springer , 2012 ). Chukwunenye , J. N.   et al. , AFRREV STECH   7 ( 1 ), 81...

...-and-analytical-framework-b25efab8-en.htm for “PISA 2018 assessment and analytical framework” ( 2019 ). Poincaré , H. , The Foundations of Science: Science and Hypothesis, the Value of Science, Science and Metho ( Nabu Press , 2010 ). Powell , W. A. , Socioscientific Issue-Based Instruction...

... , B. , Flicker , J. , Johnson , J. , Rosenthal , A. , Wiles , J. C. , and Sherwood , L. , “ Inverter ground-fault detection ‘blind spot’ and mitigation methods ,” Solar American Board for Codes and Standards   674 , 1–42 ( 2013 ). Biyik , E. , Araz , M. , Hepbasli...