Teaching and Learning Physics
week 9 assignments

Tues 10/21: Assessment: [Guest Instructor.. Steeeeeeven Pollock!] Day 15 notes

ALL: Redish: Teaching Physics: Chapter 5

Grads: Richard Hake, "Interactive-engagement vs traditional methods: A six-thousand-student survey of mechanics test data for introductory physics courses," Am. J. Phys. 66, 64- 74 (1998). Reprint [hake.pdf] (84kB).

(Note, there will be a brief extra reading for Thursday, see below)

OPTIONAL: Want to know more about the CU testing to of student capability (or Voluntary System of Accountability)?

- here are policies and BFA response in the Silver and Gold

- here is a sample of quesitons from the (MAPP) test /from your friends at ETS

Summaries are still good (for you!) but not required any more - I'm more interesting in learning what's puzzling you, what's interesting you, what connections are you finding, where does this take you, what do we need to discuss further in class?

Post responses on CU Learn:
Undergrads: 4 postings / responses;
Grads 6 please.

Thurs 10/23: Energy notes: Day 16

As usual, read/peruse the chapter / familiarize yourself with the content. No need to sumarize.

Read through Chapter 3 of Taxonomy for Learning, Teaching and Assessing - Through page 36 or as much as it takes to understand what the taxonomy is. [again no summary is necessary, even if it is a good idea] (Let me know if you find the scan hard to read)

Here's Pollock's summary of Bloom's taxonomy. (But for the homework this week, I want you to add the "second dimension" in the link from Taxonomy for Learning, Teaching and Assessing, above!)

Pick 3 problems from the textbook chapter, or CAPA 8-10 - make sure that each problem fits into a different taxonomy box.

Identify where on the taxonomy of learning goals each problem would go, and discuss why. (Is it of any possible use to do this? Why or why not?)

Extra assignment from Brief writeup Design how you think you should be assessed for your participation in 4810
A “rubric” to guide a summative evaluation of what you’ve learned
Protocol that prompts feedback you need to continue your scholarship of teaching and learning physics after the end of the semester