大规模评估的经验教训：概念清单的结果
Lessons from a Large-Scale Assessment: Results from Conceptual Inventories
摘要：
我们报告的概念库存结果的一个大规模的评估项目在一所大型大学。我们研究了一种尝试，在引入材料和教学方法告知物理教育研究（PER知情材料）到一个部门，大多数指令一直是传统的和一个显着数量的教师是犹豫，矛盾，甚至阻力有关引进这种改革。这些变化是在实验室和背诵部分的介绍类，微积分为基础的和代数为基础的，引入PER知情的材料和培训的教学助理以学生为中心的教学方法。除了发现在大型讲座类的结果，我们提出了一个小PER知情，调查为基础的，实验室为基础的类，已被教导作为一个特殊的部分，基于代数的课程约10年的结果。本文中报告的评估是使用现有的PER开发的评估工具完成的。项目中使用的其他评估工具的结果，如自由反应前和后测试，在随后的文件中报告。在本文中的结果通知研究人员在PER的使用PER知情的材料和教学方法在一个部门不统一的介绍和实施这些材料和实施的结果评估PER为基础的概念库存。我们发现，我们的概念库存分数低于许多其他文献报道的结果。然而，我们确实看到了一个统计上显着增加的概念库存分数与实施PER通知实验室和使用以学生为中心的教学法在实验室和背诵。如果讲师也使用PER信息材料，则增加的幅度更大。
英文摘要：
We report the conceptual inventory results of a large-scale assessment project at a large university. We studied an attempt at introducing materials and instructional methods informed by physics education research (PER-informed materials) into a department where most instruction has been traditional and a significant number of faculty are hesitant, ambivalent or even resistant about the introduction of such reforms. The changes were made in the laboratories and recitation sections of the introductory classes, both calculus-based and algebra-based, introducing PER-informed materials and training the teaching assistants in student-centered instructional methods. In addition to the results found in the large lecture classes, we present the results of a small PER-informed, inquiry-based, laboratory-based class that has been taught as a special section of the algebra-based course for about 10 years. The assessment reported in this paper was done using available PER-developed assessment instruments. The results of other assessment instruments used in the project, such as free-response pre- and post-tests, are reported in subsequent papers. The results in this paper inform researchers in PER of the use of PER-informed materials and instructional methods in a department not unified in the introduction and implementation of these materials and the results of the implementation as assessed by PER-based conceptual inventories. We found that our conceptual inventory scores were lower than many results reported elsewhere in the literature. However, we did see a statistically significant increase in the conceptual inventory scores with the implementation of PER-informed laboratories and the use of student-centered pedagogy in the labs and recitations. The increase was much greater, if the lecture instructor also used PER-informed materials.
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