Improving Student Learning Through Continuous Formative Assessment

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Improving Student Learning Through Continuous
Formative Assessment

• Stamatis Vokos Hunter Close Lane Seeley
• Physics DepartmentSeattle Pacific University

Jim MinstrellPam Kraus FACET Innovations, LLC
Eleanor CloseLezlie DeWater Physics Department
School of EducationSeattle Pacific University
Supported in part by NSF grants ESI-0455796, the
PhysTEC project, and the SPU Science Initiative
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Proportional reasoningA crucial skill

• Numerous examples
• Density, concentration, solubility, heat
  capacity, specific heat, uniform velocity,
  uniform acceleration, pressure, intensity,
  electric field, electric potential difference,
  capacitance, inductance, etc.
• In addition, certain properties are
  characteristic.
• Density, solubility, boiling point, specific
  heat, etc.

To what extent do students recognize certain
properties as characteristic?
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Density as a Characteristic Property
A block of clay is cut into two different sized
pieces, labeled X and Y. How does the density of
X compare to the density of Y?

• Select all that apply.
• A. The density of X is greater than the density
  of Y.
• B. The density of X is less than the density of
  Y.
• The density of X is equal to the density of Y.
• Not possible to compare without additional
  information.
• Explain your answer.

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Density as a Characteristic Property
A block of clay is cut into two different sized
pieces, labeled X and Y. How does the density of
X compare to the density of Y?

• Select all that apply. (N 1300 students
  grades 6-12)
• A. (36) The density of X is greater than the
  density of Y
• B. (4) The density of X is less than the density
  of Y
• (36) The density of X is equal to the density of
  Y
• (23) Not possible to compare without additional
  information
• Explain your answer.

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Performance on Density Question by Grade Level
131
18
400
710
170
209
46
N
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How about college students?

• Data from Steve Kanim, New Mexico State U., and
  Gary White, SPS and AIP.

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The question that keeps on giving

• The variation in student success rates on this
  question across populations is dramatic.

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How about a narrower grade band?

• Data from a set of questions administered before
  instruction to all 7th graders in a partner
  district.
• One of two versions of the density question
  assigned randomly to students with even or odd
  IDs, with assignment flipped on alternate class
  periods.

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N588
N552
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How about the effect of instruction?

• Data from all 8th graders in a partner school
  district.
• Administered before and after instruction using
  Properties of Matter (STC).
• Npre 956.
• Npost 935.

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Density as a Characteristic Property
Pre-instruction
Post-instruction
Clay
Aluminum

• XgtY
• XltY
• XY
• Not possible to compare

• 1gt2
• 12
• 1lt2
• Not possible to compare

56 4 23 17
23 53 5 19
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Using Characteristic Properties
Select all measurements that would be the same if
the two unknown liquids (1 and 2) are the same.
Pre-instruction
Post-instruction

• 14 Mass
• 45 Density
• 12 Volume
• 42 Max mass of salt that can be dissolved in 1
  mL of liquid
• 53 Temperature each liquid boils
• 48 Temperature each liquid freezes
• 14 None of the above
• 12 All correct choices selected

• 52 Mass of 1 mL of liquid
• 80 Density
• 44 Time to heat each liquid to boil
• 60 Max mass of salt that can be dissolved in 1mL
  of liquid
• 74 Temperature each liquid boils
• 71 Temperature each liquid freezes
• 2 None of the above
• 11 All correct choices selected

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• Density is a difficult concept, which is not
  easily mastered.

To what extent have students mastered the
underlying concepts of mass and volume?
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Fall 2005 - The two objects shown below are put
on either side of an equal-arm balance. The
balance remains horizontal.
Based on this observation alone which of
quantities are the same for the two
objects? Select all that apply. (N
1000) A. Volume B. Mass C. Surface area D.
Density E. Temperature F. Number of atoms
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Fall 2005 - The two objects shown below are put
on either side of an equal-arm balance. The
balance remains horizontal.
Cognitive Dissonance?
Based on this observation alone which of
quantities are the same for the two
objects? Select all that apply. (N
1000) A.(19) Volume B.(68) Mass C.(7)
Surface area D.(26) Density E.(13)
Temperature F.(12) Number of atoms
Test Taking Sophistication
(42 Mass only)
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Fall 2006 The two objects shown below are put
on either side of an equal-arm balance. The
balance remains horizontal.
Fall 2005 - The two objects shown below are put
on either side of an equal-arm balance. The
balance remains horizontal.
(28) (21) (16) (5) (27) (3)
Based on this observation alone which of
quantities are the same for the two
objects? Select all that apply. (N
1000) A.(19) Volume B.(68) Mass C.(7)
Surface area D.(26) Density E.(13)
Temperature F.(12) Number of atoms
Based on this observation alone which of
quantities are the same for the block and the
cylinder? (N 611) A. Volume Mass B.
Mass Density C. Volume, Mass and Density D.
Volume only E. Mass only F. Density only
(42 Mass only)
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Fall 2006 The two objects shown below are put
on either side of an equal-arm balance. The
balance remains horizontal.
Fall 2005 - The two objects shown below are put
on either side of an equal-arm balance. The
balance remains horizontal.
(28) (21) (16) (5) (27) (3)
Based on this observation alone which of
quantities are the same for the two
objects? Select all that apply. (N
1000) A.(19) Volume B.(68) Mass C.(7)
Surface area D.(26) Density E.(13)
Temperature F.(12) Number of atoms
Based on this observation alone which of
quantities are the same for the block and the
cylinder? (N 611) A. Volume Mass B.
Mass Density C. Volume, Mass and Density D.
Volume only E. Mass only F. Density only
(42 Mass only)
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Fall 2006 The two objects shown below are put
on either side of an equal-arm balance. The
balance remains horizontal.
Based on this observation alone which of
quantities are the same for the block and the
cylinder? (N 611) A. Volume Mass B.
Mass Density C. Volume, Mass and Density D.
Volume only E. Mass only F. Density only
92 selected mass
(28) (21) (16) (5) (27) (3)
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Are these results reliable?
90 selected mass
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It is this type of topic-by-topic analysis of
student learning that promises to help teachers
improve student achievement.
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Student Question Set for Density
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Nature of Matter

• Data from the past 3 years comparing pre to post
  in 7th and 8th grades.
• On all comparable questions, this past years 8th
  grade student outperform all the previous years
  data.
• These improvements were seen on identical
  questions as well as questions in which we
  changed the context so that it was novel to the
  students and teachers.

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Density Example
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Motion, Force and Energy

• Data from the past 4 of 5 years comparing pre to
  post in 7th and 8th grades.
• On all comparable questions, this past years 8th
  grade student outperform all the previous years
  data.
• These improvements were seen on identical
  questions as well as questions in which we
  changed the context so that it was novel to the
  students and teachers.

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Motion Example
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Motion Example
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Motion Example