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Pedagogy Journal Club: Simultaneous Assessment Evolution and Modeling Instruction

This event is part of series:

November 17, 2022 - 1:00pm to 2:00pm
Chas Blakemore, Physics

Journal Club Topic:

A topic of constant concern among educators is the effectiveness of assessments in their many varied forms. In STEM fields, there is a tendency to appeal to simple multiple choice questions, which often assess skills that are misaligned to overall learning goals. Assessment formats that require students to elaborate and explain test the critical thinking skills most valuable as enduring knowledge, which can be accomplished by effective grading strategies and questions that push beyond rote memorization. At the same time, Modeling Instruction and collaborative learning practices have clearly demonstrated success in improving the accessibility and palatability of physics education (and STEM more broadly). Fundamental evolutions of science education can be facilitated by synergistically adapting our assessment and teaching strategies.

In this journal club, we will spend around half of the time reviewing and asking questions about a couple articles of note that address the subjects mentioned above, followed by a more extensive and collective discussion about incorporating these ideas into our standard practice as educators in all the different fields and specialties that we represent. The articles should serve as a springboard for further discussion and all participants should feel comfortable contributing their ideas within the broader topic of improving the assessment paradigm. Of particular importance are anticipated difficulties and/or bureaucratic roadblocks that may be encountered in implementing a potentially transformative teaching and assessment approach. It is the facilitator's hope that such collaborative and engaging science education can ultimately translate rationality and evidence-based reasoning into other aspects of students' lives.

Required Readings:

Eaton, P., Johnson, K., and Willoughby, S. (2019). Generating a growth-oriented partial credit grading model for the Force Concept Inventory. Physical Review Physics Education Research,15, 020151. DOI: 10.1103/PhysRevPhysEducRes.15.020151 -- LINK

Brewe, E., Sawtelle, V., Kramer, L. H., O'Brien G. E., Rodriguez, I., and Pamelá, P. (2010). Toward equity through participation in Modeling Instruction in introductory university physics. Physical Review Physics Education Research, 6, 010106. DOI: 10.1103/PhysRevSTPER.6.010106 --LINK