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2010 Summer Meeting

2011 AAPT Summer Meeting
July 30-August 3, 2011
Omaha, Nebraska


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Sessions and Events w/Abstracts

Date: Wednesday, August 03

 

Total Number of Records Found: 3

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HA:   

PERC Bridging Session
  Location: Hixson-Lied
  Date: Wednesday, Aug.03
  Time: 3:15PM - 4:45PM
  Presider: TBA
  Co-Presiders(s): None
  Equipment: N/A
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HA01:   

Complex Interactions between Formative Assessment, Technology, and Classroom Practices
  Location: Hixson-Lied
  Date: Wednesday, Aug.03
  Time: 3:15PM - 4:45PM
  Author: Edward Price, California State University San Marcos
7607508040, eprice@csusm.edu
  Co-Author(s): None
  Abstract: Interactive engagement (IE) methods provide instructors with evidence of student thinking that can guide instructional decisions across a range of timescales: facilitating an activity, determining the flow of activities, or modifying the curriculum. Thus, from the instructor's perspective, IE activities can function as formative assessments. As a practical matter, the ability to utilize this potential depends on how the activities are implemented. This talk will describe different tools for small group problem solving, including whiteboards, Tablet PCs, digital cameras, and photosharing websites. These tools provide the instructor with varying levels access to student work during and after class, and therefore provide a range of support for formative assessment. Furthermore, the tools differ in physical size, ease of use, and the roles for students and instructor. These differences lead to complex, often surprising interactions with classroom practices.
  Footnotes: None
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HA02:   

Assessment Lessons from K-12 Education Research: Knowledge Representation, Learning, and Motivation
  Location: Hixson-Lied
  Date: Wednesday, Aug.03
  Time: 3:15PM - 4:45PM
  Author: Lorrie A. Shepard, University of Colorado, Boulder
303.492.6937, lorrie.shepard@colorado.edu
  Co-Author(s): None
  Abstract: For 30 years, research on the effects of high-stakes testing in K-12 schools has documented the negative effects of teaching to the test. Most obvious is the reduction or elimination of time spent on science and social studies instruction, especially in high poverty schools. Less obvious is the harm to student learning in reading and mathematics when instruction is limited to repetitive drill on worksheets that closely resemble test formats. The lack of generalized, flexible understanding of underlying principles in K-12 tested subjects is similar to Mazur's experience with plug-and-chug versus conceptual test questions. The PER community is well aware of the importance of more complete representation of learning goals as a remedy to this problem. Equally important, however, are the assessment "processes," especially feedback and grading, that can either promote or deter students' engagement and willingness to take responsibility for their own learning. In this talk, I summarize learning and motivation research that has particular bearing on effective classroom assessment practices in K-12 classrooms certainly and even in university courses.
  Footnotes: None
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