Physics Exam Project Requirements

 

Physics 311 -- Teaching High School Physics
Illinois State University Physics Teacher Education
Ken Wester, Program Coordinator

In this exercise, you will show that you knon how to create a flawless and unambiguous physics examination for introductory-level students using 8 student-generated student performance objectives. These objectives must consistently address the content from a given unit of instruction (e.g., mechanics, optics, electricity, magnetism, heat, etc.), and must serve as the basis of the exam. Write the exam to assess student performance in relation to these objectives in an original physics examination (all questions).

Your test must have the following general characteristics. See the test scoring rubric for dimensions and specific criteria.In general, the test should:

  1. be valid (tests subject matter and intellectual skills taught)
  2. be comprehensive (addresses most of the stated student performance objectives)
  3. addresses both conceptual understanding and problem solving ability
  4. not be too easy or too difficult (tests an array of intellectual processes such as knowledge, comprehension, understanding, analysis, synthesis, evaluation)
  5. not be too long (can't be completed in time allotted or so short as not to be comprehensive
  6. be based on the 8 student-generated student performance objectives,
  7. include not less than 7 conceptual questions that are not free-response, not less than 3 free-response questions dealing with conceptual matters, not less than 5 algebraic problems that should not be considered free-response, and 25 total questions. Each question or section must have point values indicated.
  8. include at least three images related to problem statements.
  9. be accompanied by an answer key for restricted-response questions, and a detailed scoring rubric for each of the three free-response questions dealing with conceptual understanding.
  10. include a variety of question types (e.g., multiple choice, matching, drawing diagrams, free response, etc.) Each question must be distinctly classified according to CONCEPTUAL versus ALGEBRAIC problem.
  11. appear authentic (contains question numbering, point values, place for student name, etc.)

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