Assessment at PhysTEC Sites
Ball State University
Cal Poly, San Luis Obispo
Florida International University
Seattle Pacific University
University of Arizona
University of Arkansas
University of Colorado at Boulder
University of North Carolina at Chapel Hill
Western Michigan University
These two pages provide a list of assessments designed to probe students’ understanding of various areas of physics.
Arizona State Physics Education Research page -- assessments and programs developed at Arizona State University, including the Force Concept Inventory. This page also includes published research articles.
R. R. Hake. “Interactive-engagement vs traditional methods: A six-thousand student
survey of mechanics test data for introductory physics courses.” American Journal of Physics 66, 64-74 (1998). This seminal paper show that teaching methods affect student conceptual understanding of introductory mechanics.
Brookes, D. & Etkina, E. “Force, ontology and language.” Physical Review, Special Topics, Physics Education Research, 5, 010110 (2009). This paper “introduces a linguistic framework through which one can interpret systematically students’ understanding of and reasoning about force and motion.”
The Reformed Teaching Observation Protocol is an observation instrument developed “to provide a standardized means for detecting the degree to which K-20 classroom instruction in mathematics or science is reformed.”
The Flexible Application of Student-Centered Instruction is an instrument that has been developed “to measure science teachers’ strategic knowledge.”
The Diagnoser is a set of “diagnostic instructional tools for middle and high school teachers and students.”
The Department of Education’s National Center for Education Statistics report: To Teach or Not to Teach? Teaching Experience and Preparation Among 1992–93 Bachelor’s Degree Recipients 10 Years After College – statistical analysis of teacher retention and attitude data.
K. Futernick. “A possible dream: Retaining California’s teachers so all students learn.” Sacramento: California State University, 2007.