Physics – Physics Education
Scientific paper
Dec 2006
adsabs.harvard.edu/cgi-bin/nph-data_query?bibcode=2006aas...209.4603p&link_type=abstract
2007 AAS/AAPT Joint Meeting, American Astronomical Society Meeting 209, #46.03; Bulletin of the American Astronomical Society, V
Physics
Physics Education
Scientific paper
A challenge for astronomy teachers is to deeply and meaningfully assess students’ conceptual and quantitative understanding of astronomy topics. In an effort to evaluate students’ understanding, members of the Conceptual Astronomy and Physics Education Research (CAPER) Team are creating and field-testing innovative approaches to assessment. Leveraging both astronomy and physics education research, we are creating a series of assessment tools that require students’ to place items or quantities in a rank order from “greatest to least.” These conceptually challenging tasks span the entire domain of topics and highlight the most important physical laws taught in a typical introductory astronomy course for non-science majoring undergraduates. When completed, these ranking tasks will be able to be delivered via paper-and-pencil tasks or a drag-and-drop computer interface a series of assessment tasks that are capable of determining the depth of student understanding in astronomy.
Ref: Hudgins, David W., Prather, Edward. E., Grayson, Diane J., Derck P. (2006). Effectiveness of Collaborative Ranking Tasks on Student Understanding of Key Astronomy Concepts, The Astronomy Education Review, 5(1):1-22.
Loranz Daniel
Prather Edward E.
Slater Timothy F.
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