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Proceedings Paper • Open Access

The development of formative assessment probes for optics education
Author(s): Erin F. C. Dokter; Stephen M. Pompea; Robert T. Sparks; Constance E. Walker

Paper Abstract

Research exploring students' knowledge of optics from elementary through college has revealed that many concepts can be difficult for students to grasp. This can be the case particularly with fundamental concepts, such as the nature of light, how light interacts with matter, and how light behaves in optical systems. The use of formative assessment probes (low-stakes questions posed to students before instruction or in real-time in the classroom) can inform instructors about student background knowledge, and can also be used as they progress through learning in class. By understanding what students know prior to instruction, and how well they are learning in real-time, instruction can be designed and modified in order to encourage the development of scientifically-accurate knowledge.

Paper Details

Date Published: 30 August 2010
PDF: 8 pages
Proc. SPIE 7783, Optics Education and Outreach, 778309 (30 August 2010); doi: 10.1117/12.862699
Show Author Affiliations
Erin F. C. Dokter, The Univ. of Arizona (United States)
Stephen M. Pompea, National Optical Astronomy Observatory (United States)
Robert T. Sparks, National Optical Astronomy Observatory (United States)
Constance E. Walker, National Optical Astronomy Observatory (United States)


Published in SPIE Proceedings Vol. 7783:
Optics Education and Outreach
G. Groot Gregory, Editor(s)

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