FROM CONCEPT TESTS TO STUDENT IDENTITY DEVELOPMENT – WHAT TO LOOK FOR WHEN ASSESSING YOUR CLASSROOM

Dr. Dedra DemareeAssistant Professor of PhysicsOregon State University

History Paradigms in Physics program for 400 level

courses

Faculty hire to extend reform to 200 level courses

Context Large-lecture, calculus-based physics ~200 students per section 2-3 sections per term (typically multiple

instructors) Primarily ‘service’ course, predominately

male Active-engagement even in lecture hall

GOAL: CONTENT Standard Assessment Tests

Force Concept Inventory

ACCEPTED that active engagementIs necessary but not sufficient for Improving student learning gains!!

FCI scores for multiple sections/terms

Red circled sections are the reformed sections, scores are significantly different

1 2 3 4 5 6 70

0.05

0.1

0.15

0.2

0.25

0.3

0.35

0.4

0.45

Potential concerns:Is the reform favoring the already successful? Or just boosting up the weak? Women/minorities? Thankfully, NO!

Male Female White Minority C B A

Traditional 0.197 0.222 0.220 0.172 0.187 0.239 0.243

Studio 0.319 0.369 0.330 0.331 0.259 0.365 0.372

Checking Statistics

What about drop-out/fail rate?

Averages for traditional sections: 8.34% of students get below a C 18.0% of students have an I/F/W

Averages for studio sections: 6.50% of students get below a C 8.84% of students have an I/F/W

GOAL: SophisticationAttitude/Reasoning surveys

Colorado Learning Attitudes about Science Survey

Lawson Test of Scientific Reasoning Dr. Sissi Li (PhD OSU, Sept 2011):

Physics Identity SurveySelf-image, self evaluation as a

physics learner

Expectations of roles and behaviors in

a physics learning community

Perception of how others view them as

physics learners

Feedback from social interactions with

others

Physics Learning Identity (PLI)

Goal: Increasing Physics IdentityPreliminary Physics Identity Findings

Shared responsibility for learningValue group work for learning physicsSE for communicating and explaining physics knowledgeSE for problem solving using ISLE cycleSE for academic success in math and physics

Mean = 4.35

Mean = 3.53

Mean = 3.44

Mean = 3.31

Mean = 3.88

1= Strongly Agree

5 = Strongly Disagree

How confident

are you…?

1= Not at all5 =

Totally

4.20*

3.76*

3.51

3.46

3.48*

Pre-day 1 Week 10

Goal: Improving reformIn-class observations

Post-discussion with observer

The instructor wasn't happy 1:30 – 1:58 Observer can clearly state what the

problem was with the students – they didn't understand the task – I was confused/surprised

1:58 – 2:33 Observer noticed the difference between my instruction in the two classes that made an improvement

2:33 – 2:47 Observer can tell clearly when students are on/off topic

2:47 – 3:06 Observer can explain student behavior

Goal: Assessing teaching & learningMore extensive data collection

Green is non-recorded area

Gap in Participation between Classrooms

Fall ’08 Winter ‘09 Spring ‘09

p-value: 0.0019

Instructor Actions Yielding High Participation

• Listening to students’ reasoning, answering student questions, or recognizing students as contributors to the classroom community in a whole-class discussion before a small group activity.

• Referring to the small group activity as a chance for students to take an active role in their learning.

• Asking students to “convince” a peer of their reasoning, rather than simply asking them to discuss or talk.

• Voicing the expectation that students will perform well on the activity or problem.

Analysis of teacher/student discourse

One student in a group asked a question too softly for the teacher to hear.

T: Hmm?

S1: Will the bullet have a trajectory like that or will it just go straight?

S2: The bullet’s gonna drop a little bit…

S1: Yeah.

T: It will drop a little bit. So you are both right, the bullet’s gonna slow down but does that tell us what’s going to happen?

Authority to teacher, asking for the ‘right

answer’

Student taking authority to express

understandingStudent validating S2’s right to answer in place

of the teacherTeacher taking authority but also validating both

students’ ideas and return meaning making to the students with question

Teacher listens but does not respond until the

group members have their chance to

speak.

Discourse analysis: do students adopt skills?

Skills and practices demonstrated: Origin choices, assumptions, interpreting task/open-ended question, sense-making, system choices, analysis of set-up, justifying choices, checking if reasoning makes sense

S1 You’re assuming it’s not rolling off with speed.S3 It’s at the very edge so it’s not sliding off the roof, it’s just tipped over.S1 Right. [turns face to nod and acknowledge S3’s comment]

S3 [turns to S1 who turns to face S3] Would the system be the… I know it’s the cat and Earth at least, but would the… roof be part of the system or…

S1 It wouldn’t need to be.S3 Yeah…S1 Cause the only thing interacting is the cat with the ground, with the Earth due to gravity.