# Physics teaching assistants' views of different types of introductory problems: Challenge of perceiving the instructional benefits of context-rich and multiple-choice problems

## TL;DR

This study explores physics graduate TAs' perceptions of context-rich and multiple-choice problems, revealing their undervaluation of these formats' instructional benefits despite evidence of their effectiveness in active learning and formative assessment.

## Contribution

It highlights TAs' misconceptions about these problem types and suggests the need for targeted professional development to improve their instructional use.

## Key findings

- TAs see multiple-choice as only for summative assessment
- TAs view context-rich problems as overly challenging and time-consuming
- TAs do not recognize the formative assessment benefits of these problem types

## Abstract

Given a physics scenario, different problem types presenting that scenario in various ways can emphasize different instructional goals. In this investigation, we examined the views of physics graduate teaching assistants (TAs) about the instructional benefits of different types of introductory problems based upon the same problem scenario. Here we report on TAs' views about two of these problem types that were regarded by TAs as the least instructionally beneficial of all problem types--the context rich and multiple-choice formats. Many TAs listed no pros at all for these problem types, despite being explicitly asked for at least one pro. They viewed multiple-choice questions nearly exclusively as tools for high-stakes summative assessment rather than their possible use as formative assessment tools, e.g., as clicker questions even in large classes. Similarly, TAs viewed context-rich problems as overly challenging, unnecessarily wordy, and too time-consuming to be instructionally beneficial to their students. While TAs' concerns have obvious validity and value, the benefits of well-designed multiple-choice questions as a formative assessment tool was not readily identified by them, nor did the TAs recognize the learning benefits associated with solving context-rich problems. Given the powerful ways multiple-choice and context-rich problems can be used for active engagement and formative assessment in different instructional contexts to meet diverse instructional goals, the lack of enthusiasm for these types of problems has implications for future TA professional development programs.