A Comprehensive Assessment Strategy for Physics Laboratory Courses

TL;DR

This paper proposes a comprehensive, multi-tool assessment strategy for physics laboratory courses aimed at effectively evaluating students' conceptual, procedural, and experimental skills, adaptable across educational levels.

Contribution

It introduces a new assessment framework combining four tools tailored to different course levels, with detailed design and implementation guidelines, validated through practical application and teacher surveys.

Findings

The strategy effectively assesses diverse student abilities.

Most teachers support the strategy's feasibility for large classes.

The approach aligns assessment with course objectives.

Abstract

The objective of physics laboratory training is to develop, in students, a variety of important cognitive and psycho-motor abilities related to experimental physics. These include conceptual understanding, procedural understanding, experimental skills and the experimental problem solving ability. It has been noted that strategies adopted for the assessment of what students learn and develop through a laboratory course are often inconsistent with the objectives of the laboratory courses. The author has developed a comprehensive assessment strategy which can be used at the school, college and university level. The strategy is based on four tools of assessment, namely, test on conceptual understanding, test on procedural understanding, an experimental test, and the continuous assessment. The relative weightage for each of the four tools depends on the level and emphasis of the laboratory course. The four tools of assessment, with respect to the type of questions, design, grading schemes, administration of each tool have been described with a few sample questions for each tool of assessment. This assessment strategy is being practiced and its effectiveness studied during a series of special courses in experimental physics in India. Furthermore, a survey was carried out with university teachers from across India to check the acceptability and feasibility of using this strategy for larger number of students in universities and most of the participating teachers supported the use of this strategy.