物理课程评估(总结和示例)

We assess the following in the Physics Program (1) student scientific reasoning skills and problem solving skills, (2) student conceptual understanding of various physics topics from the introductory level to the advanced level, and (3) student views about physics, the learning of physics and how students view themselves as learners.
以下是具体的项目目标和学生成果.

项目目标
1. Train students in the discipline of physics so that they are competitive locally, nationally, and internationally for positions in teaching, industry, government, and academia.
2. Help students develop strong conceptual and quantitative knowledge about physics.
3. Contribute to the growth of scientific and educational knowledge through faculty 学生研究和同伴指导.

学生的结果
a. Analyze a description, question, problem or task and be able to identify the underlying 涉及物理原理、概念和科学推理技巧.
b. Apply the underlying physics principles and scientific reasoning skills to a diverse 一套定性和定量的问题、问题和任务.
c. 沟通想法、概念、解决方案和实验结果.
d. 实施不同类型的实验技术.
e. 对科学表现出专家般的态度和期望.
f. 针对各种问题和任务制定连贯和合乎逻辑的解决方案.

 

Diagnostic Instruments (Force Concept Inventory - Physics I) and Brief Electricity 和磁性评估-物理II

Diagnostic results from the Force Concept Inventory (FCI) and the Brief Electricity and Magnetism Assessment (BEMA) are given each semester in our Introductory Physics 课程:物理1510、2110、1520、2220.   该测试是作为预测试进行的 as a posttest. 预试通常在上课的第一周进行 后测通常在课程的最后一周进行.

Prior to implementing the reform-based materials, gains in the calculus-based physics class at CSU on the FCI were typically in the range of scores that Hake reports for 传统课堂中的学生(Hake, 1997). 在2004年秋天，当我们开始使用 new materials, we observed an improvement from earlier results in the calc-based physics classes. Researchers must always be careful in interpreting results from multiple-choice diagnostics. 我们观察到，学生们经常能够形成一套健全的 knowledge as a result of the new instructional materials we are using at CSU but have difficulty activating these sets of knowledge when confronted with certain tasks.

Student construction of isolated sets of knowledge is discussed in DiSessa, (1988), Sabella， (1999)， Redish，(2003)和Sabella and Redish (2007).)

The following published results are from the traditional and reformed classes at the 马里兰大学和纽约城市学院.

马里兰大学(贸易. Instr. 5 courses)	49%	58%	.18
马里兰大学(硕士研究生. 5 courses)	50%	67%	.35
纽约城市学院. instr.)	40%	53%	.23
纽约城市学院(采用创新课程)	39%	65%	.43

Results from CSU are typically better than the results from these schools in the traditional instructional environment but not as good as those of the tutorial or reformed classes. The following data show the results from the calculus introductory physics classes at CSU.在大多数以微积分为基础的课程中，科罗拉多州立大学的学生可以获得大约30%的收益. In 在某些情况下，阶级收益最高可达45%，最低可达19%.

态度与期望

Maryland Physics Expectations Survey (MPEX) and Colorado Learning Attitudes about 科学调查(类)
The MPEX and CLASS look at student attitudes and expectations toward physics and science. Students are asked to state whether they agree/disagree with the statements on a five 点利克特量表. 这些问题涉及不同的主题，比如现实， Math, Effort, Independence, Coherence, Sense Making, Connections, and Concepts. The responses provided by the students are compared to the responses given by experts (科学家、物理学教授等.)

One comparison that we can make regarding student attitudes in the introductory physics classes involves a comparison between the traditional course and the modified instruction 最近几年的课程. 在一门基于代数的修改课程中，学生的态度 improved (53% → 55%) whereas in the traditional course attitudes veered away from 专家(54%→38%). 在微积分基础课程中，我们采用修改后的教学方法 see attitudes remaining roughly the same or decreasing slightly (54% → 50%) and (54% → 54%).  在大多数科罗拉多州立大学的课堂上，学生的态度和期望似乎越来越接近这些 of experts.

Students nearing the end of their physics majors at CSU see a much larger percentage 与专家意见一致. 作为一个例子，在一年的学生倾向于同意 experts on 76% of the statements, indicating that as students progress through the 他们培养出更像专家的态度.

在线评估工具

The Physics Program uses an online diagnostic delivery system which has greatly enhanced 我们可以在课程中进行的评估类型.   LASSO系统是其中的一部分 of a project from the Learning Assistant Alliance (CSU is a member institution.) LASSO allows us to look at performance based on gains and the effect size (Cohen's d) and 生成复杂的报告，我们可以用它来改进教学. 了解更多信息 关于LAA和LASSO，请参阅: http://learningassistantalliance.org/public/lasso.php. 

Example: The following capture is from a recent physics II course report and shows significant growth from the pre to the post test as measured by the pre/post %'s and effect size.

 

 

学生思维与推理

To improve student thinking and reasoning skills we incorporate diverse problem solving, conceptual and experimental tasks into our physics courses throughout the curriculum.   以下是一些学生的评论:

• 一旦我们解决了这个问题，我学到了很多. 我学会了花时间去看 at what is given, to expect the unexpected, not to give up, to draw a picture to go along with the problem, plan a strategy, and to make sure I understand the problem. I learned to develop these techniques with the other problems we did in class.
• In my science and society class we were studying population patterns in Indiana and we had to test the numbers we got to see what kind of information we could obtain. 因为我的物理 ...  课上，我花时间分析数据，看了看 所有给出的东西都没有妄下结论或假设. Those skills 也帮助了我很多我的应试技巧. 我用了我学到的所有策略 回答测试问题. 我读了题目，记下了题目，画了图 用图片来表示问题，不着急而做了问题. 在问题中 我不知道如何回答，我只是做了一些事情.
• Physics ... 教会了我很多技巧和看待问题的不同方式. 从第一天起 ... 帮助我拓展了思维方式 ... 主要策略之一 我学到的是在解决问题时要有耐心.

物理教学改革

The Physics Program has been involved in a number of instructional reform efforts 提高学生对物理的学习. 科罗拉多州立大学的物理课程是由结果决定的 物理教育研究. 自2004年以来，科罗拉多州立大学已经有超过6项NSF拨款需要修改 入门代数和微积分数列. 这些修订包括 implementation of interactive PowerPoint lectures (CSU), research based laboratories (NMSU, Buffalo State, CSUF, CSU), clicker question sequences (CSU, OSU), TIPERS (Hieggelke, Maloney, Kanim, Okuma)和prelectures (UIUC). 每个组件都是基于 on PER. More recently we have incorporated Learning Assistants into many of our STEM classes as a result of support from CSU, an NSF-IUSE grant and a Department of Education PBI grant. 有关CSU LA项目的更多信息，请访问: http://msscsu.wixsite.com/csu-la-program. 

用最先进的教室改造和修改我们的物理空间 (http://www.aps.org/units/fed/newsletters/fall2012/sabella.cfm)  and incorporating research-based  instruction has helped us create an extremely 活跃的课堂，让学生参与到意义建构中.

 

Curriculum Map

	1510,1520, 2110, 2220 (Intro Phys)	2330 (Physics III)	2700 (二年级实验室，电子学)	3110, 3150, 3250, 3450 (先进理论)	4550, 4850 (先进的实验室)	4905 (Thesis)
Analyze a description, question, problem or task and be able to identify the underlying 涉及物理原理、概念和科学推理技巧.	K, A	K, A	K, A	K, A	S	S
Apply the underlying physics principles and scientific reasoning skills to a diverse 一套定性和定量的问题、问题和任务.	K, A	K, A	K, A	A	A	S
沟通复杂的想法、概念、解决方案和实验结果.	K			A	S	S
实施不同类型的实验技术.	K		A		A	S
对科学表现出专家般的态度和期望.	K					S
针对各种问题和任务制定连贯和合乎逻辑的解决方案.	K	K	K	A	A	S