发表机构
New Mexico State University（新墨西哥州立大学）
机构由 AI 辅助整理，请以论文原文为准。AI 中文总结
本研究通过混合方法调查公共考试在物理导论课程中的改编应用，发现其能减轻学生焦虑并引导关注核心概念，但需针对物理学科特点进行优化调整。
AI 中文摘要
公共考试是一种评估体系，其设计背景源于生物学教育研究，旨在提高学生在考试设计过程中的参与度。学生事先会看到不完整的试题版本，其中题目格式被揭示，但部分细节被隐去。学生还有机会对试题提供反馈，在实际考试前对题目进行清晰度上的完善。在本研究中，我们考察了公共考试对新墨西哥州立大学一门物理导论课程中N=42名学生体验和成果的影响。通过结合在线数值调查、开放式书面回答以及学生成绩数据，我们对公共考试对该班学生的影响进行了混合方法分析。我们还应用我们的方法重新分析了Wiggins等人公开可用的数据。学生报告了公共考试的多种益处，包括减轻考试焦虑和引导关注核心概念，并且我们观察到学生参与编辑公共考试题目的参与率与其平均考试成绩之间存在显著的正相关。但学生也对题目所提供的不完整信息表达了不满，且其积极反馈率低于对照组样本。在其他定性回答中，学生还一致强调程序性知识的应用对其学习最有帮助，并提出了对未来的建议。我们的研究结果表明，新墨西哥州立大学的物理学生确实从公共考试中受益，表现为焦虑减轻和关注核心概念，但此前所描述的公共考试体系并未针对物理学科进行优化。我们将此归因于物理学科对应用程序性知识的特别重视，并建议对公共考试体系进行修改，以更好地适应物理情境。
英文摘要
Public Exams are an assessment system designed in the context of Biology Education Research to increase student engagement in the exam design process. Students are shown incomplete versions of test questions ahead of time, with the format of the question revealed but some details withheld. Students are also given the chance to provide feedback on the questions, refining them for clarity before the actual exam. In this study, we examined the impact of Public Exams on the experiences and outcomes of N = 42 students in an introductory physics course at New Mexico State University. Using a combination of online numerical surveys, open-ended written responses, and student grade data, we conducted a mixed-methods analysis of the impact of Public Exams on students in this class. We also applied our method to re-analyze the publicly available data of Wiggins et al. Students reported various benefits of Public Exams, including reduced test anxiety and directing to core concepts, and we observed a significant positive correlation between the participation rate of students in editing public exam questions and their average exam grade. But students also expressed dissatisfaction with the incomplete information provided on problems, and they had a less positive response rate than the control sample. In other qualitative responses, students also consistently highlighted the applications of procedural knowledge as most helpful to their learning and a recommendation for the future. Our findings suggest that physics students at NMSU do benefit from Public Exams through reduced anxiety and directing to core concepts, but that the Public Exam system, as previously described, is not optimized for use in physics. We attribute this to the particular emphasis in physics on applying procedural knowledge and suggest modifications of the Public Exam system to better tailor it to a physics context.
Comments27 pages, 19 figures
