I am moving into a unit on Newton's Laws and F=ma. The last time I taught this I gave a pencil and paper test. They were able to repeat what we had covered in class, but when we moved on to applying the concepts to complex problems they were stuck. I guess the test did a poor job of capturing whether students really understood the general concepts. Does anybody have some ideas of how to improve my testing so that I can be sure they really understand the material and aren't just regurgitating information?
2 comments:
Testing is an alright assessment, but there are so many other ways to assess. One that I love to do with my students is an authentic performance assignment. I tell students to write a faction (which is a mix of fact and fiction) about a character living in a world without friction, gravity, or both. They must include in their story how all of Newton's laws would (or would not) apply, show how inertia and mass would function, and analyze at least one situation to find the net force. They are allowed to choose how to present this information to the class. I suggest they use either a skit (they turn in the script) or a graphic novel. It is so much more memorable than a test, and it is assessing higher levels of learning, not to mention improving literacy. If you are still bent on a test, consider adding authentic pieces to it, such as analyzing the tension on an actual pulley system that you have set up or performing a lab to demonstrate Newton's third law. Be prepared for some exciting demonstration of learning!
I like the above idea. But if you stick with a paper and pencil test, which I think is totally acceptable, have you thought of giving your students a chance to practice responding? What I mean is, you could give short "free response" type assessments to your students several times in a unit. Only grade them on completion, but give then an opportunity to practice writing responses, expressing themselves using scientific language and so on. In addition, it would help you refine your questions, so you really ask what you want to ask.
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