Beta-Test Data On An Assessment Of Textbook Problem Solving Ability: An Argument For Right/Wrong Grading

摘要

We have developed an assessment of students' ability to solve standard textbook style problems and are cur-rently engaged in the validation and revision process. The assessment covers the topics of force and motion, conserva-tion of momentum and conservation of energy at a level consistent with most calculus-based, introductory physics courses. This tool is discussed in more detail in an accompanying paper by Marx and Cummings. [1] Here we present preliminary beta-test data collected at four schools during the 2009/2010 academic year. Data include both pre- and post-instruction results for introductory physics courses as well as results for physics majors in later years. In addition, we present evidence that right/wrong grading may well be a perfectly acceptable grading procedure for a course-level assessment of this type.