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Ideas for online assessments I picked up this summer:
1. Ask students to show multiple representations: position/velocity graphs, motion diagrams, force diagrams, energy bar charts, etc. Maybe don& #39;t mandate which ones to do but give a choice - "do any two" (ht @achmorrison) 1/8
1. Ask students to show multiple representations: position/velocity graphs, motion diagrams, force diagrams, energy bar charts, etc. Maybe don& #39;t mandate which ones to do but give a choice - "do any two" (ht @achmorrison) 1/8
2. Turn a closed problem ("How far will the box slide?") into a design problem: "If the box& #39;s mass can range from 1-5 kg, initial speed can vary from 2-7 m/s, and can slide on carpet (u=0.8) or tile (u=0.3), design a scenario so the box slides 3-4 meters." (ht @bcphysics) 2/8
3. Ask for a short audio/video explanation of their work on Flipgrid, Canvas, etc. You can tell if a student understands what they did and if they are explaining their own work. Also have them describe any pitfalls or difficulties they had while working. (ht @MartaStoeckel) 3/8
4. If video/audio won& #39;t work for you, try a 2-column approach. Have students divide their written work into 2 columns. In the left side column, students do their equations and calculations, in the right column they explain/justify their steps. 4/8
5. Use "show that" questions: "Show that the box slides 4 meters." Now it& #39;s less about getting a number and more about showing the process.
6. Follow up with "what could you change" question: "What could you change so the box slides twice as far? Half?" (ht @achmorrison) 5/8
6. Follow up with "what could you change" question: "What could you change so the box slides twice as far? Half?" (ht @achmorrison) 5/8
7. A way to have different versions: give students an ID number. The numbers in the problem come from ID. For example, if ID was ABCDE, the question is: "A box with a mass of [A] kg is sliding with a speed of [B][C] m/s across a floor with u=0.[D][E]. How far does box slide?" 6/8
8. Another way to easily do different versions is just give different students different things to solve for. In Version A of the box problem, students solve for distance and time. Version B: solve for starting speed and time. Version C: solve for starting speed and distance. 7/8
9. And of course there& #39;s always projects, portfolios, etc.
What are some of your ideas for assessment in virtual/online/distance learning environments? 8/8
What are some of your ideas for assessment in virtual/online/distance learning environments? 8/8
10. More ideas from UC Berkeley: https://twitter.com/fnoschese/status/1289280388364406784?s=20">https://twitter.com/fnoschese...
11. Equation Jeopardy: Students are given a mathematical description of a scenario and need to construct a corresponding problem stem and diagram(s). (ht @EEtkina https://per-central.org/per_reviews/media/volume1/ISLE-2007.pdf)">https://per-central.org/per_revie...
12. Evaluation Problems: Students are given the solution to a problem. The solution has mistakes, which they need to identify and correct. (ht @EEtkina https://per-central.org/per_reviews/media/volume1/ISLE-2007.pdf)">https://per-central.org/per_revie...
13. Posing Problems: Students are provided with a picture of a situation and need to devise a problem based on the situation. (ht @EEtkina https://per-central.org/per_reviews/media/volume1/ISLE-2007.pdf)">https://per-central.org/per_revie...
14. Experimental Design Problems: "You have a hot wheels car, a spring loaded car launcher, track, balance, measuring tape, and stop watch. Design 2 independent experiments to determine the launch speed of the car." (ht @EEtkina for the 2 independent experiments variation)
