Assessing student written problem solutions: A problem-solving rubric with application to introductory physics

Abstract

Problem solving is a complex process valuable in everyday life and crucial for learning in the STEM fields. To support the development of problem-solving skills it is important for researchers and curriculum developers to have practical tools that can measure the difference between novice and expert problem-solving performance in authentic classroom work. It is also useful if such tools can be employed by instructors to guide their pedagogy. We describe the design, development, and testing of a simple rubric to assess written solutions to problems given in undergraduate introductory physics courses. In particular, we present evidence for the validity, reliability, and utility of the instrument. The rubric identifies five general problem-solving processes and defines the criteria to attain a score in each: organizing problem information into a Useful Description, selecting appropriate principles (Physics Approach), applying those principles to the specific conditions in the problem (Specific Application of Physics), using Mathematical Procedures appropriately, and displaying evidence of an organized reasoning pattern (Logical Progression).

Problem Solving Approach in Electrical Energy and Power on Students as Physics Teacher Candidates

“…In physics education problem solving is usually used to understand physics and exact strategy to prove students' achievement (Docktor et al, 2016;Ceberio et al, 2016;Adams & Wieman, 2015;Ibrahim & Rebello, 2012). Besides, a good problem solving skills could help students transfer their knowledge and understand the pysical situation (Walsh et al, 2007) because one of physics purposes is to know the physical situation (Galili & Guihbarg, 2005).…”

“…Although problem solving is one of the categories of thinking ability that used by teachers to teach their students to think (Rufaida & Sujiono, 2013), the practice of problem solving is the main factor in science education and technology (Ceberio, et al, 2016;Ibrahim & Rebello, 2012), especially in physics education (Adam & Wieman, 2005;Docktor & Mestre, 2014;Docktor et al, 2010). A good problem solving framework was needed to buil physics knowledge or introduce science culture (Docktor et al, 2016). Students attitude towards learning and problem solving in science and their conception towards the purpose of learning science could give a significant effect on what they are learning .…”

“…Expert usually organizes their understanding about basic physics principle and decide to choose the relevant principle which help their to solve the problem (Docktor et al, 2016;Docktor & Mestre, 2014), whereas novice solves problem by taking their understanding, and will decide to do simple context based on the formula (Docktor et al, 2016). An expert will describe again the problem, and they often uses qualitative arguments to explain the solution before elaborating mathematically (Sujarwanto et al, 2014;Hull et al, 2013), evaluates the solution and use representation (Sujarwanto et al, 2014).…”

“…Modern cognitive science defines problem solving as a process to reach the goal when the way to it is unclear (Ryan et al, 2016;Docktor et al, 2016;Docktor & Heller, 2009). In physics education problem solving is usually used to understand physics and exact strategy to prove students' achievement (Docktor et al, 2016;Ceberio et al, 2016;Adams & Wieman, 2015;Ibrahim & Rebello, 2012).…”

Assessing student process skills and providing feedback to enhance learning in analytical chemistry

“…Results from this study provided insights to how rubrics could be used to evaluate student performance over time and provide feedback to faculty on how they could improve their courses to promote curriculum improvement. Docktor et al 120 progression through open-ended problems. [121][122] However the Immex software was used for research purposes rather than for general assessment purposes and is no longer available for use.…”