Speaker
Prof.
Christopher Fischer
(University of Kansas)
Description
The pressures and responsibilities students face inside and outside the classroom can result in a distribution of pathways and rates required by students to achieve proficiency with course content. Our team has sought to better accommodate this diversity of student experience by implementing a standards-based grading system in our introductory physics courses. We report here our preliminary analysis of the connections between this alternative grading mechanism, student mindset, and student self-efficacy within the context of these courses. We show that these connections are further modulated by elements of student identity, such as gender and major.
| Education level | Age over 18 (excluding teacher education) |
|---|---|
| Physics topic | Full curriculum |
| Research focus | Evaluation & Assessment |
| Research method | Mixed method (qualitative & quantitative) |
Authors
Prof.
Christopher Fischer
(University of Kansas)
Prof.
Jennifer Delgado
(University of Kansas)
Prof.
Jessy Changstrom
(University of Kansas)
Prof.
Sarah Rush
(University of Kansas)
