Breaking with tradition: Using the conference paper as a case for alternative assessment in physics

Abstract

This paper will provide an overview of an alternative model for assessment of student learning in introductory physics. A synopsis of how assessment methods can be designed to better capture what students are actually learning will be shared. This synopsis will include a general discussion of assessment, assessment methods, and the “language of assessment.” Following this synopsis one model of non-traditional assessment will be highlighted. The assessment model described makes use of student writing as a mechanism for assessment of learning. A second-level physics course entitled Physics for a New Millennium (PNM) at American University provides the setting for this work. Following a description of the course curriculum, the specific structure for the writing activity will be outlined as it relates to the learning outcomes for the course. Following the presentation of the course-specific learning outcomes, a description of the strategies used to uncover student learning will be shared. These strategies provide an opportunity for multiple assessment “snapshots” to be made throughout various phases of the learning process. These strategies can be used as an alternative, or as a supplement to more traditional pencil and paper examinations, quizzes, and homework assignments. Whether used as a stand-alone assessment tool or coupled with more traditional measures, alternative assessment strategies can provide an enhanced and more realistic way to capture what students are actually learning.