AAPT Abstract Archive

Abstract Information

  Session: PER: Assessment, Grading and Feedback
  Paper Type: Contributed
  Title: Creative Ways Students Interpret Experiences as Physics Majors
  Meeting: 2018 Winter Meeting: San Diego, CA
  Location: N/A
  Time: 12:10PM
  Author: Mary K. Chessey,, University of California, Davis,
6103045904, mkchessey@ucdavis.edu
  Co-Author(s): David J Webb
  Abstract: Performance feedback offers a valuable opportunity to guide students’ development of knowledge and skills. Undergraduate physics majors in upper division classes dedicate many hours to coursework, yet the feedback for their effort often takes the form of numeric scores with uncertain meaning, especially for students who recently transferred to the university from a community college. This year-long study focuses on the experiences transfer students within a large cohort of physics majors and reveals the creative work that students do to fill in the gaps in the assessment of their performance. Findings from observations, interviews, and participation in the student community indicate that students use many indirect means to guess how they’re really doing in their major, such as informal conversations with classmates and instructors, and time spent solving problems. These findings have useful implications for instructors working towards creating an inclusive physics classroom by centering students’ perspectives.
  Footnotes: None
  Presentation: creative_ways_chessey.pdf

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