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29/08/2014 SEI Model for Course Transformation Developing a Conceptual Assessment for Advanced Undergraduate Electrodynamics VICE/PhEC 2014 29 August Use Research & Assessment Establish learning goals Charles Baily University of St Andrews! crb6@st-‐andrews.ac.uk www.st-‐andrews.ac.uk/~crb6 Apply research-based teaching methods + Cecilia Astolfi, Qing Ryan* and Steve Pollock* *University of Colorado Boulder Assessment Development Consensus Learning Goals Colorado UppeR-division ElectrodyNamics Test (CURrENT) • 6 quesPons, with subparts – Free-‐response format – 15 minute (pre) & 50 minute (post) QuesPon Development • Maxwell’s equaPons, Ohm’s law, energy & charge conservaPon, plane waves, R&T Expert Reviews & Student Interviews Classroom TesPng Large-‐scale ImplementaPon Sample Question • Focus on conceptual & procedural knowledge – Are quanPPes zero or non-‐zero? – Simple derivaPons or calculaPons Validation Studies • 3 semesters / 8 insPtuPons / N = 271 steady current J x 4.(A) Electric field zero or nonzero? 4.(B) ∇ ⋅ J zero or nonzero? • Good discriminaPon power (Ferguson’s δ = 0.98; > 0.9 considered good) • r = 0.52 (p < 0.01) final exam scores r = 0.46 (p < 0.01) final course grades • IRR: Difference in total scores < 1% 1 29/08/2014 Preliminary Results Student Reasoning ! 0.8 J 0.7 4.(B) ∇ ⋅ J = − ∂ ρ / ∂t = 0 0.6 0.5 0.4 EnPre history of the CURrENT: ! 146/376 = 39% correctly stated ∇ ⋅ J = 0 0.3 0.2 0.1 0 CU-‐1 CU-‐2 CU-‐3 CU-‐4 CU Transformed A-‐1 A-‐2 B-‐1 B-‐2 C D E Non-‐CU PER Instructors F G CU & Non-‐CU TradiGonal Student Reasoning J Benefits of Assessment ! 4.(B) ∇ ⋅ J = − ∂ ρ / ∂t = 0 ! ∂J ∂J ∂J ∇⋅J = x + y + z ∂x ∂y ∂z Incorrect Reasoning N=79 (out of 153) % Magnitude of J increasing to the right 47 Field lines becoming more dense 13 Charge density as source of divergence 8 Non-‐zero net flux of J through a surface 6 Source/sink exists somewhere 5 Other/blank/no reasoning provided 21 • Students – Self-‐diagnosis / Exam preparaPon • PER Researchers – EvaluaPng pedagogical reforms – Insights into student difficulPes – Fine-‐tune curriculum development • Instructors – Learning goals being achieved? – Inform instrucPonal focus – Compare w/ different semesters/insPtuPons Course-Scale Learning Goals Student Reasoning Students should be able to… … achieve physical insight through the mathematics of a problem. … choose and apply the appropriate problem-solving technique. Topic-Scale Learning Goals Students should be able to… … derive boundary conditions on E- & B-fields from Maxwell’s equations. ! Incorrect Reasoning N=79 (out of 153) Magnitude of J increasing to the right 47 Field lines becoming more dense 13 Charge density as source of divergence 8 Non-‐zero net flux of J through a surface 6 Source/sink exists somewhere … calculate the dipole moment of a given charge distribution. % 5 Other/blank/no reasoning provided 21 2