Developing an Assessment to Investigate Data Analysis in Introductory Physics

• In Event: Postsecondary Science Teaching and Learning

Abstract

Recent reforms in science education such as the Next Generation Science Standards have inspired course reforms at both the K-12 and undergraduate level. However, undergraduate science education occurs in a different instructional format than K-12. This distinction, combined with course-specific learning goals, highlights the need for individualized research assessments pertaining to scientific practices. As part of an ongoing project exploring how students enact the practice of Analyzing and Interpreting Data in the Introductory Physics for the Life Sciences (IPLS) labs, we have designed a task-based assessment to investigate the particular data-based actions we have observed students doing in the lab. Our assessment uniquely aims to reflect the open-ended and biologically focused nature of the IPLS lab.

Authors

• Adrian L. Adams, University of Utah

• Jason May, University of Utah

• Lauren Barth-Cohen, University of Utah

• Claudia De Grandi, University of Utah