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QCP 522 Teaching of Physics III

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QCP 522 Teaching of Physics III

Marking Scheme &

Evaluating Students’ Answers

- Constructing a marking scheme
- Evaluating students’ answers

Constructing Marking Scheme

- Shows answers
- Shows how marks are distributed specifically
- Should be as objective as possible to minimise variation that might result from differences in interpretation
- Must accommodate all correct responses to a question
- Should be written before paper is administered and happens at the same time as questions are set
- Decide on guidelines which inform how marks will be awarded

Two 4.0 Ω resistors are connected in series to a 12 V battery. Calculate:

- the total resistance of the circuit,
- the current supplied by the battery.

R1 + R2 or 4.0 + 4.0 C1

= 8.0 Ω A1

V = IR in any symbolic formC1

12/8C1

1.5 AA1

(i) 4.0 + 4.0

= 8.0 Ω

(ii) 12/8

= 1.5 A

(i) 4.0 + 4.0 = 8.0 Ω

(ii) 1.5 A

(i) 1/4 + 1/4 = ½

R = 2.0 Ω

(ii) I = V/R

= 12/2

= 6.0 A

(i) 1/4 + 1/4 = ½

R = 2.0 Ω

(ii) I = V/R

= 12 / 2

= 1.5 A

(i) 1/4 + 1/4 = ½

R = 2.0 Ω

(ii) I = VR

= 12/2

= 6.0 A

(i) 1/4 + 1/4 = ½

R = 2.0 Ω

(ii) I = 6.0 A

- Wrong answer because of arithmetic error will lose one mark (the final A mark).
- This can arise from errors due to
- Factors of ten (e.g., mistaking 109 for x104)
- Misunderstanding SI prefixes (e.g., kg instead of g)

- Does NOT apply where a factor of ten arises due to conceptual errors
- E.g., W = m/g or m = 20 N

- Answers to be given to at least two significant figures, unless specifically stated on the mark scheme.
- Example 1: R = 4.0 + 4.0 = 8 Ω
- Example 2: R = 8 + 1.1 = 9.1 Ω
- Example 3: I = 12/8 = 2 C or 1.5 mJ or 0.7 A

Wrong s.f

-1 for answer mark

Correct coz 8 is exact

-1 for answer mark

Wrong answer, wrong sf, wrong unit -1 for answer mark

Sample Question C

Activity 1

Constructing Marking Scheme

- Setting a standard
- Alteration of marking scheme to alter the difficulty/ease of paper without changing questions
- Deciding what is acceptable and what is not (not just about what is right or wrong)

- Norm reference vs critierion reference
- Reliable and discriminating assessment
- Identifying which grade rank students can score the mark

- Other consideration
- Completion time, magnitude of task and difficulty of task

Activity 2

Evaluating Students’ Answers

Some pointers to take note when marking papers

- Consistency in marking
- Assess students’ understanding (what’s the tolerance level)
- Fairness

Give students enough information before assessing them

- Time/date
- Content areas
- Assessment conditions (duration, no. of test items, closed/open book)
- Types of test items (where’s the emphasis?)
- Weightage of different components
- Give opportunity to practice expected performance
- Clarify scoring of test
- How test results will be used

- Guidelines for constructing marking scheme
- Considerations for evaluating students’ answers
- Preparing students for test

Part I: Constructing test paper should

- Be based on one topic in the physics syllabus
- Have a time frame of 45 minutes
- Have a total of 30 marks
- Consist of 10 MCQs (10 marks), two structured questions (Section A type questions: 10 marks total) and one “longer” structured w/free response question or data-based question (Section B type questions: 10 marks)
- Be complete with TOS and marking scheme
- State topic, class level, ability group (in TOS)

Part II: Provide justification for

- Choice of distractors for multiple-choice questions: Choose three MCQs from the test paper and provide justifications for the choice of the distractors.
- Choice of questions for one short “structured” question: Choose one of the two short-answer questions. Explain your choice of question(s). You may provide make reference to the other questions of the paper in your justification.
- Marking scheme for the longer “structured” /free response question: Provide justification for the detailed mark allocation for each part of the free response question.

DEADLINE: 17 September 2009

Submit softcopy through BB (Safe Assignment)

- What is the basis that help you decide on the choice of distractors?
- How do your distractors inform you about your students’ degree of understanding?
You may want to refer to the guidelines for choosing distractors. (e.g., http://www.utexas.edu/academic/diia/assessment/iar/students/plan/method/exams-mchoice-write.php)

You may wish to explain your choice of question in terms of:

- Content (single or integrated)
- Context (real vs decontextualized)
- Mode of representation (text, graph, table, diagram, etc)
- Number/theme of sections/sub-sections
- Progression of questions
- Tasks (standard and degree of difficulty)
- Wording (if applicable)
You may need to refer to the other questions for some of the above issues.

You may wish to explain how you decide on the marking scheme:

- Maintaining standard (what is acceptable or not)
- Balancing norm/criterion reference (discrimination)
- Other issues (time/difficulty/magnitude)