Assessment designs of instructional labs: A literature review and a design model

Ketonen, Laura; Lehtinen, Antti; Koskinen, Pekka

doi:10.1103/physrevphyseducres.19.020601

Phys. Rev. Phys. Educ. Res.

2023

DOI: 10.1103/physrevphyseducres.19.020601

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Assessment designs of instructional labs: A literature review and a design model

Laura Ketonen

Antti Lehtinen

Pekka Koskinen

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2024

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Cited by 3 publications

References 79 publications

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Video clubs in physics teaching assistant training: Teaching assistants’ experiences

Antti,

Sami,

Jussi

et al. 2024

Phys. Rev. Phys. Educ. Res.

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Teaching assistants have a very important role in physics education as they interact with students and guide them in different contexts. A multitude of research has focused on how to prepare teaching assistants to implement high-quality, research-based teaching techniques. Video clubs, i.e., working with a group of teachers to watch and discuss excerpts of videos recorded from their own teaching, is a novel approach to teaching assistant training that draws from teacher education. This study reports on the experiences of five physics teaching assistants as they participated in a semester long series of video clubs as a part of the implementation of a new introductory lab course. Data were collected through interviews (N=5). The interview data were analyzed through reflexive thematic analysis. Five themes for the experiences were constructed from the data. Participation in the video clubs enabled the teaching assistants to uptake teaching practices from each other and spurred a wish for more coplanning of teaching. There was tension in the experiences as some teaching assistants appreciated the positive feedback but others would have preferred more constructive feedback. As the teaching assistants’ experiences were positive, the use of video clubs in teaching assistant training warrants more research. This research could focus on, e.g., the type of feedback the teaching assistants receive in the video clubs. Published by the American Physical Society 2024

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Video clubs in physics teaching assistant training: Teaching assistants’ experiences

Antti,

Sami,

Jussi

et al. 2024

Phys. Rev. Phys. Educ. Res.

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Development of a global landscape of undergraduate physics laboratory courses

Geschwind,

Alemani,

Fox

et al. 2024

Phys. Rev. Phys. Educ. Res.

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Physics education research (PER) is a global endeavor, with a wealth of work performed at a variety of institutions worldwide. However, results from research into undergraduate physics laboratory courses are often difficult to compare due to the broad variations in courses. We report here how we developed and validated a survey to classify these courses, as well as compare and contrast them. This will be useful in two key endeavors: comparisons between PER studies and providing useful data for individual instructors hoping to improve their courses. While we are still in the process of collecting sufficient data to create a full taxonomy of laboratory courses, we present here details of the survey creation itself, including its face, construct, and content validation, as well as a first look at the data collected, which includes a broad landscape of lab courses in 41 countries. We used both quantitative and qualitative methods to analyze the data collected. Some of these results include similarities between courses, such as students often using preconstructed apparatuses and instructors hoping for students to learn technical skills. We also find differences in courses, such as in the number and types of goals of the course, as well as the activities students participate in. Thus, this survey and its results can provide information relevant to both researchers and instructors. Published by the American Physical Society 2024

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Technology-Integrated Assessment: A Literature Review

Madland,

Irvine,

DeLuca

et al. 2024

OTESSAJournal

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The purpose of this paper is to explore the nature of the scholarly literature between 2016 and 2023 on the impact of classroom technology on higher education instructors’ assessment practices through the lens of the assessment design in a digital world framework (Bearman et al., 2022). Specifically, the paper focuses on (a) describing the assessment design in a digital world framework, (b) identifying the scope and breadth of the literature relating to technology-integrated assessment, and (c) highlighting any gaps between the Bearman et al. model and the literature. This paper marks an important step in extending our understanding of the factors influencing instructors who integrate technology into their assessment practice and promoting ethical and equitable approaches to technology-integrated assessment in higher education.

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Assessment designs of instructional labs: A literature review and a design model

Cited by 3 publications

References 79 publications

Video clubs in physics teaching assistant training: Teaching assistants’ experiences

Video clubs in physics teaching assistant training: Teaching assistants’ experiences

Development of a global landscape of undergraduate physics laboratory courses

Technology-Integrated Assessment: A Literature Review

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