Investigating student perspectives on alternate final assessment approaches in upper-level physics courses
Pourquoi ce travail est dans la base
Une base qui oublie comment elle a trouvé un travail ne peut pas être vérifiée. Voici les voies qui ont admis celui-ci.
Notice bibliographique
Résumé
Abstract During the pandemic, traditional final assessments in the form of in-person, timed, invigilated final examinations were not an option. As a result, in the academic years 2020/2021 and 2021/2022, students in the second year Electricity and Magnetism courses at the University of Guelph were asked to complete personalized study guides/portfolios as a means of communicating to the instructor what they had learned in the course. Although research has shown that portfolio-style assessment procedures support student achievement at least at the same level as traditional assessment procedures and appear to have additional benefits, they have not been widely adopted in the physical sciences. The goal of this work was to assess some of the affective consequences of using portfolio assessment procedures in an upper-level core physics course. Feedback from students, both in the form of an online anonymous survey as well as a more in-depth, in-person, focus group discussion, was positive. The general consensus was that students found the portfolios to be similar in workload to preparing for a final examination but offered additional benefits such as finding them to be significantly less stressful as well as feeling a greater sense of accomplishment after submission. Learning outcomes of the course were achieved through this approach at similar levels as seen previously, as demonstrated through student performance on the pre- and post-conceptual assessment, and further evidenced by the high-level example problems included here from student submissions. Grades earned on the portfolios were similar to those seen previously with invigilated traditional final examinations. Based on these findings, portfolio assessments will remain a core component of the pedagogical toolbox employed by faculty in physics at the University of Guelph. This project was reviewed by the Research Ethics Board at the University of Guelph for compliance with federal guidelines for research involving human participants. Approval was granted on 11 January 2023, REB # 22–11-004.
Récupéré en direct depuis OpenAlex et désinversé. Les résumés ne sont pas conservés dans cette base de données : les index inversés représentent 8,6 Go des 9,3 Go de texte de la base, et le serveur dispose de 13 Go libres.
Prédiction distillée sur la base complète
Imitation des enseignantsNi prévalence calibrée, ni vérité terrain. Validation humaine à venir. Apprise à partir de 10 348 étiquettes directes de Codex et de 10 348 étiquettes directes de Gemma. Le mode candidate est l'union des têtes enseignantes seuillées; le consensus est leur intersection. Ces sorties portent le statut machine_predicted_unvalidated et ne sont ni des étiquettes humaines ni des étiquettes directes de modèles de pointe.
Scores Codex et Gemma par catégorie
| Catégorie | Codex | Gemma |
|---|---|---|
| Métarecherche | 0,001 | 0,000 |
| Méta-épidémiologie (sens strict) | 0,000 | 0,000 |
| Méta-épidémiologie (sens large) | 0,000 | 0,000 |
| Bibliométrie | 0,000 | 0,001 |
| Études des sciences et des technologies | 0,000 | 0,000 |
| Communication savante | 0,000 | 0,000 |
| Science ouverte | 0,000 | 0,000 |
| Intégrité de la recherche | 0,000 | 0,000 |
| Charge utile insuffisante (le modèle a refusé de juger) | 0,000 | 0,000 |
Scores machine (provisoires)
Les deux têtes enseignantes du modèle étudiant, lues sur ce travail. Un score ordonne la base pour la relecture; il n'affirme jamais une catégorie, et le statut de validation accompagne chaque rangée tel quel.
Scores de référence d'un modèle non mature (critères de maturité non atteints, 7 itérations). Un score ordonne; il n'affirme jamais une catégorie.
score_only:v0-immature-baseline · tel quel depuis la passe de notation : score_only signifie que le nombre peut ordonner les travaux, et qu'aucune étiquette de catégorie n'en découle