In teaching physics, I think it is important for students to get the physics concepts first. Then, they can put quantitative computation (numbers) with their ideas. This is particulary important in teaching students to understand graphs.
I think that teaching and assessment when teaching new ideas should follow a pattern:
- pre-assessment to see what students already know
- teach new concepts tying them to what students already know
- assessment of understanding of concepts
- teach how to represent the concepts mathematically
- teach how to use formulas to quantitatively solve problems
- assess problem solving
- final assessment
In the above sequence, asessments are interspersed throughout the teaching process. These assessments can be used to identify areas that need reteaching and students that need remediation.
To demonstrate how I'd use assessment, I have created a Socrative quiz to assess the following standard.
SP1.C Compare graphically and algebraically the relationships among position, velocity, acceleration, and time
The assessment focuses on the graphing part of the standard. Most of the questions focus on concepts, with one or two question asking for calculation. This quiz will be used to see if students understand the concepts needed to interpret graphs before focusing on the numbers. It does have a couple of numbers questions to see if they are making the connection on their own.
Socrative allows for immediate feedback to questions. The feedback that I have supplied is detailed enough to help them make the connections on the number problems if they are not already doing so.
Here is a screenshot of a couple of questions from the quiz edit mode. This allows you to see the question and the feedback that the students will get. Below, these two sample questions, you'll find a screenshot of the whole quiz. It is a bit small to read; that is why I posted some individual questions.
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