Physics
John Nett
2007-09 Assessment Report
Outcome 1
Measurable
Criteria
Measurement
Tool
Time Frame
Students in physics classes
will demonstrate critical
thinking skills.
Their critical thinking
skills will improve over the
course of the three quarter
physics sequences.
A baseline critical thinking
rubric score will be
established Spring, 2008.
Improvement will be
measured in subsequent
quarters.
College Wide Rubric
Each quarter of the 2007/2008 school year, evaluations
of critical thinking problems will be made to set a year
long base line so that a numerical criteria for critical
thinking skills can be established for 2008/2009.
It will also test whether critical thinking skills improved
during the three quarter sequence of 2007/2008.
During the 2008/2009 year, special assignments and
exercises in class, lab, and on homework will be
developed and implemented in an attempt to improve
critical thinking skills of students during the three
quarter sequences.
Certain problems requiring critical
thinking skills that are given on quizzes,
tests, and homework assignments. This
will occur in each physics class each
quarter of the three quarter sequences.
Copies of the problems to be evaluated
from fall of 2007 are attached.
Results
Outcome A
Outcome B
Outcome C
Outcome A
Outcome B
Outcome C
121
2.15
2.25
2.65
Physics 121-122-123
2007-08
122
123
2.67
2.89
2.58
2.89
2.67
3.00
121
2.23
2.41
2.77
2008-09
122
2.91
2.91
3.18
123
3.00
2.88
3.25
221
2.42
2.42
2.71
Physics 221-222-223
2007-08
222
223
2.94
2.88
2.82
2.94
3.12
3.12
221
2.44
2.53
2.81
2008-09
222
2.71
2.82
3.11
223
2.78
2.96
3.15
Analysis and Action: The data from 2007-2008 was used as a baseline for the 2008-2009 activity. Again a quiz or test was analyzed for critical thinking in
each quarter of both the algebra and calculus based sequences. But in 2008-2009 special exercises designed to enhance critical thinking skills were added to inclass, take-home, or lab activities. These exercises were taken primarily from content in The Physics Teacher, a journal published by AAPT (American
Association of Physics Teachers). About three activities were done each quarter with in class discussion after the students had worked on them in groups or at
home. In 2008-09 increases occurred in both the algebra based and the calculus based class for all three outcomes analyzed. Again the larger improvement was
from fall to winter with a smaller improvement from winter to spring. The improvement was slightly larger in 2008-2009 than in 2007-2008, though the
instructor is not sure whether it was statistically significant. However, the exercises were definitely valuable. Students were engaged and enjoyed the exercises
and the instructor felt they were a positive contribution to the learning environment in the class. Physics has always been a field that emphasizes critical
thinking, so it is hard to separate out the role of the subject from the role of the instructor from other possible variables such as assessment activities, but the
2008-2009 critical thinking exercises could definitely be part of the measured improvement in critical thinking from 2007-2008 to 2008-2009. The instructor
will continue such critical thinking exercises in his class whether it is tied to assessment or not. It was a positive experience for both students and instructor.
Natural Sciences Division
1
Physics
Outcome 2
John Nett
Measurable
Criteria
Measurement
Tool
2007-09 Assessment Report
Time Frame
Students in the calculusbased physics sequence
(Physics 221-222-223)
will successfully
complete the entire year
long sequence.
Students who need all
The final grade roster from spring
Analysis will be made when grades are turned in at
th
three quarters of the
quarter will be compared to the 10
the end of each spring quarter.
calculus based physics
day roster of fall quarter of the
sequence and are
sequence year.
registered on the tenth
day of Physics 221 fall
quarter will successfully
complete Physics 223
the next spring with a C
or better in all three
quarters.
Results: 2007-08: 10th day enrollment in 221 was 26. The final number of students who ended up actually needing three quarters of physics was
17, and 77% of those students completed all three courses with a C or better. 2008-09: Completion rate for students needing the whole year
sequence of physics was 78%.
Analysis and Action: The successful completion rate for students needing the whole year of physics was 77-78% in both years, just over the goal
of 75%. Of the approximately 22% non-completion, the instructor estimates that about a quarter is due to failing the first quarter, another quarter
is changes in majors, and the last half is not known but probably related to personal issues associated with the life of a community college student,
such as the need to work to support family or moving when the spouse is transferred. This fall there will be about 54 students starting Physics 221,
so it would be interesting to continue the study for another year to see how the numbers change or don’t change as the class gets larger (26 to 39 to
54). Another idea is to emphasize the math and science tutoring centers to students to try to reduce attrition. This will be detailed in the 20092011 assessment cycle plan.
Natural Sciences Division
2