Student-Created Physics Problems as an Independent and Equitable Assessment Tool

نویسندگان

چکیده

Traditional high-stakes summative assessments--timed, in-class exams accounting for a large percentage of the term's overall grade--have often received criticism from educational community. Such assessments tend to prize particular "narrow bundle skills", and have been shown in some contexts produce disparate outcomes between different demographic groups. Alternative low-stakes potential improve student engagement close gaps. In this paper, we document our use an alternative form assessment, which students were asked create solve problem their own design.

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ژورنال

عنوان ژورنال: The Physics Teacher

سال: 2023

ISSN: ['1943-4928', '0031-921X']

DOI: https://doi.org/10.1119/5.0088227