red Supported Site University of Colorado at Boulder: Assessment

A. Concept Exam Data for Calculus-based Introductory Physics

FMCE DATA for 1st semester Introductory Calculus-based Physics

Semester

N Pretest (%)
~+/-1%
Posttest (%)
~+/-1-2%

Ave normalized gain
~+/-.02

Gain of
averages

Sp 2004

335 28.2 73.9 .66 .64

Fa 2004 **

392 33.2 69.0 .59 .54

Sp 2005 *

213 28.4 58.5 .45 .42

Fa 2005 *

293 32.1 58.3 .42 .39

Sp 2006

278 2635 59.5 .47 .45

Fa 2006

331 33.2 67.1 .53 .51

Sp 2007

363 28.6 61.7 .49 .46

N is the number of matched students.
 * means no Tutorials (and no LAs): these had traditional recitations
** means no Tutorials (and no LAs) - but they utilized small-group recitations centered on research-based workbook materials.
All the rest used UW Tutorials and LAs. 

 

BEMA Data for 2nd semester Introductory Calculus-based Physics

Semester

N Pretest (%)
~ +/-1%
Posttest (%)
~ +/- 1-2%
Ave normalized gain
~ +/- .02

Fa 2004

319 26.2 58.9 .44

Sp 2005

232 27.4 58.7 .43

Fa 2005

325 25.2 49.5 .33

Sp 2006

196 26.4 53.4 .37

Fa 2006

351 26.3 55.7 .40

Sp 2009

260 N/A 52.8 N/A

N is the number of matched students.

B. Concept Exam Data for Learning Assistants

Mechanics (Calc-based) FCME Data for LAs

Semester Number LAs Pre-Ave Post Ave Gain of Ave
Sp06 5 98.3 100 1.0
Fa06 7 88.7 98.5 0.87
Sp07 7 87.4 94.8 .59

(No LAs were used in this course for the 3 semesters preceding the above, no data for before) 
Learning Assistant data only (not all matched - typically missing 1student for pre and/or post) 

 

E&M: Calc-based: BEMA Data for LAs

Semester Number LAs Pre-Ave Post Ave Gain of Ave
Fa04 8 .54 .73 .42
Sp05 6 .75 .9 .61
Fa05 8 .66 .76 .31
Sp06 5 .73 .81 .31
Fa06 6 .64 .71 .19
Sp07 4 .71 .80 .31

Learning Assistant data (not all matched, but most are matched)

C. Upper Division Learning Retention

Graph

Below we see evidence that the Tutorial experience in freshman year translates to significantly improved BEMA scores at the upper division level, and that being an LA moves scores up to levels comparable to what we measure for incoming graduate Teaching assistants whose average BEMA score (before teaching) is 80 +/- 4% (N=15)

D. Attitudes and Beliefs of Future Teachers

The Colorado Learning Attitudes About Science Survey (CLASS) was administered to 395 PET and Physical Science and Everyday Thinking students from 10 different colleges and universities with 12 different instructors. Aggregate results show an average 9% gain in PET and PSET courses compared to average gains of -6.1% to +1.8% found in other physical science courses designed especially for elementary teachers.