论文标题
学生创建的物理问题是一种独立且公平的评估工具
Student-created physics problems as an independent and equitable assessment tool
论文作者
论文摘要
传统的高风险总结性评估 - 临时的课堂考试，占该学期整体级别的很大一部分 - 经常受到教育社区的批评。这种评估倾向于奖励特定的“狭窄技能捆绑”，并在某些情况下显示出不同的人口组之间的不同结果。替代性低风险评估显示出可能改善学生参与度和紧密人群差距的潜力。在本文中，我们记录了我们对替代形式的评估的使用，在该评估中，要求学生创建和解决自己的设计问题。
Traditional high-stakes summative assessments--timed, in-class exams accounting for a large percentage of the term's overall grade--have often received criticism from the educational community. Such assessments tend to prize a particular "narrow bundle of skills", and have been shown in some contexts to produce disparate outcomes between different demographic groups. Alternative low-stakes assessments have shown potential to improve student engagement and close demographic gaps. In this paper, we document our use of an alternative form of assessment, in which students were asked to create and solve a problem of their own design.
