Assessing thinking skills in free-response exam problems: Pandemic online and in-person

Abstract

We present an analysis of students' thinking skills as evidenced by free-response exam problems during the Covid-19 pandemic. We compare two inquiry-based, laboratory-based classical mechanics courses, one taught online and one taught in person during the pandemic, and two inquiry-based, laboratory-based electricity and magnetism courses, one taught online and the other in person during the pandemic. We use a rubric that was previously developed based on Bloom's taxonomy (revised version) to compare the thinking skills of students in classes taught by different pedagogies. We discuss the method and analysis, and present results and interpretations. No significant differences were found in thinking skills between students in the online and in-person pandemic classical mechanics courses. However, we did see a difference in the thinking skills between the online and in-person pandemic electricity and magnetism courses as the semester progressed.

Description

© 2023 authors. Published by the American Physical Society. Published by the American Physical Society under the terms of the "https://creativecommons.org/licenses/by/4.0/"Creative Commons Attribution 4.0 International license. Further distribution of this work must maintain attribution to the author(s) and the published article's title, journal citation, and DOI. cc-by

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Citation

Al-Salmani, F., Johnson, J., & Thacker, B.. 2023. Assessing thinking skills in free-response exam problems: Pandemic online and in-person. Physical Review Physics Education Research, 19(1). https://doi.org/10.1103/PhysRevPhysEducRes.19.010131

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