United States

We report on the development of a written assessment designed to analyze pedagogical content knowledge in the context of questioning (PCK-Q). We discuss the process of analyzing and coding classroom videos and writing and testing a written assessment. The classroom observations have first been coded using a coding scheme that analyzes levels of questioning in an inquiry-based classroom. A written instrument was then developed based on the classroom videos, administered to student teaching assistants (TAs and LAs) and compared with the video results to validate the written instrument. We report on the coding scheme and the validation of results as part of this ongoing project.

AAPT SM 21

Development of an Instrument for Analysis of Student Assistants’ PCK-Q

questioning

pedagogical content knowledge

assessment

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technical paper

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Computational Assessment in Introductory Physics: Codes From Qualitative Interview Analysis

As part of a project to develop a written instrument for assessing learning assistants (LAs) pedagogical content knowledge (PCK) in the context of questioning (PCK-Q), we are experimenting with alternate question formats. Previously developed and validated free-response questions serve as the basis for a new question format. This new format consists of Likert-style answer choices that require the LAs to assess a scenario where a student has a misunderstanding, evaluate the situation, and score potential LA responses. The instrument will examine an LAs ability to identify appropriate responses that provide evidence of PCK-Q in the classroom. 


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Next from AAPT SM 21

Why Physics Professors Should Take Undergads to an AAPT Meeting!

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