Three-dimensional assessments address application of knowledge and are based on a combination of core ideas, scientific practices, and crosscutting concepts. In this paper, we present one portion of a larger project aimed at developing a flexible, three-dimensional assessment for upper-division thermal physics: the Thermal and Statistical Physics Assessment (TaSPA). The TaSPA tasks are guided by ``learning performances'' (LPs), which faculty interface with to customize the assessment version they prefer to administer in their class. Here, we focus on interviews conducted with 7 physics faculty who teach upper-division thermal physics to gain insights about the three-dimensional LPs developed for the TaSPA. We found faculty rated our LPs variably, but highly overall, and their reasons for their ratings often focused on core concepts as opposed to scientific practices. This finding informs the design of LPs for the TaSPA and supports the need for a flexible assessment which can address varying course foci.

Faculty Perceptions of Three-Dimensional Learning Performances Addressing Thermal Physics

PER-developed assessments are used to track students' progress in a curriculum. If carefully designed, such assessments can also be used by instructors to inform explicit course modifications beyond using them just as tools to evaluate student learning. However, this requires a mechanism to translate assessment outcomes, which are usually presented as a score, into meaningful information about student learning. This information can in turn inform actionable feedback for instructors. In this work, we advocate for PER-developed assessments that explicitly include actionable feedback for instructors. We demonstrate a mechanism to generate feedback for coupled, multiple-response tasks in the context of developing a new standardized assessment for upper-division thermal physics. The inherent features of the coupled, multiple-response tasks such as the ability to administer online with streamlined scoring inform its broader utility in classrooms with small to large student enrollment.

Conceptualizing Assessments in PER Informed by Explicit Feedback for Instructors

Assessment scores can be used to inform instructors about their students’ learning, ideally to inform subsequent course modifications to better facilitate students’ learning. However, explicit course modifications require interpretations about what assessment scores convey instructors about the extent to which students meet the learning goals instructors have for their students, i.e., actionable feedback for instructors (hereinafter feedback). As part of developing a standardized assessment for upper-division thermal physics, we articulate a theory-based approach to generating feedback that goes beyond simply reporting students’ scores. The extent to which students met the learning goals instructors have for them guides our feedback generation. In this talk/poster, we present our theory-based approach to feedback design by integrating effective feedback practices that promote instructors’ agency. This work emphasizes the development of feedback for instructors to better facilitate students’ learning in physics classrooms. 


Research-based Assessment Feedback for Instructors

Research-based assessments can provide instructors insights into the efficacy of their teaching and course transformations. As education shifts to focusing more on scientific practices and crosscutting concepts in addition to conceptual knowledge, there is a need for an assessment that can assess these 3-dimensions of learning and inform instructional approaches that foster this learning. In this talk, we present a first-look at an upper-division thermal physics assessment that explicitly targets scientific practices, crosscutting concepts, and conceptual knowledge using coupled, multiple-response items. We will present an example assessment item and discuss ways in which instructors can help with the development process of this assessment while incorporating it into their classrooms. Faculty administering the assessment would receive detailed feedback about their class’s overall performance with recommendations for how to adjust instruction to improve student outcomes.

A Knowledge-in-Use Assessment for Upper-Division Thermal Physics

Thermal physics encompasses thermodynamics and statistical mechanics content and is a core upper-division course requirement for most physics degrees. Thus, in order to improve student outcomes in these courses, it is important for both educators and researchers to have a validated method of evaluating student understanding of upper-division thermal physics content. For an assessment like this to be useful, it is crucial that the assessment tool can be easily implemented, easily scored, and provide insightful feedback. In this presentation, we discuss a multiple-response upper-division thermal physics assessment that was distributed in an online format. Initial validation results, average student performance, and feedback for instructors will be discussed.

Initial Implementation of an Upper-Division Thermal Physics Assessment

Poster Session 2C

poster

**Making Physics More Inclusive and Eliminating Exclusionary Practices in Physics**

As a gateway discipline to STEM majors and careers, physics plays a central role in deciding who does, and who doesn't, get to discover and pursue scientific careers. Technical and scientific professionals are rewarded with economic privilege and status which affords them both social and cultural power. Therefore, social justice will be realized only when the opportunity, and the choice, to excel in physics is open to all students. The culture and practices of the physics classroom reflect the culture of physics at large, which raises the question of how our professional physics communities can embrace, rather than inadvertently repel, a diverse group of academics that can help improve physics culture.  To this end, the 2021 Physics Education Research Conference will focus on defining inclusive spaces and practices. Additionally, we will explore strategies for eliminating exclusionary practices in our classrooms, research spaces, and professional organizations. We call on the community to propose sessions that will drive conversations related to these initiatives throughout PERC 2021.

Please download the full program [here. ](https://drive.google.com/file/d/1TRMC_SYJ3PUqXyP7sskA7LRSA8ow0eRE/view?usp=sharing)

PERC SM 21

August 4, 2021 - August 5, 2021 in a Virtual Conference Format

Making Physics More Inclusive and Eliminating Exclusionary Practices in Physics

PS.A-SA-06: PER: Assessment, Grading and Feedback I

technical paper

Join AAPT and Physics Educators worldwide in developing and strengthening your professional connections by attending the 2021 AAPT Virtual Summer Meeting. AAPT meetings are a great way to reflect on your teaching, recommit to best practices and re-energize your career with new research, products, and techniques.

Listen to internationally known plenary speakers, attend sessions, workshops, and special activities. Attending the virtual summer meeting is an excellent opportunity to share your expertise and learn from and network with leaders in the field.

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AAPT SM 21

PS.E-MO-11: Upper Division Undergraduate

A1.4 PER: Assessment, Grading and Feedback

AAPT® is a strong professional physics science society dedicated to the pursuit of excellence in physical science education.

Winter and Summer National Meetings:
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Katherine Rainey

5

SHORT BIO

Presentations

Faculty Perceptions of Three-Dimensional Learning Performances Addressing Thermal Physics

Conceptualizing Assessments in PER Informed by Explicit Feedback for Instructors

Research-based Assessment Feedback for Instructors

A Knowledge-in-Use Assessment for Upper-Division Thermal Physics

Initial Implementation of an Upper-Division Thermal Physics Assessment

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