The development of formative assessment probes for optics education

Erin F. C. Dokter; Stephen M. Pompea; Robert T. Sparks; Constance E. Walker

doi:10.1117/12.862699

30 August 2010 The development of formative assessment probes for optics education

Erin F. C. Dokter, Stephen M. Pompea, Robert T. Sparks, Constance E. Walker

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Proceedings Volume 7783, Optics Education and Outreach; 778309 (2010) https://doi.org/10.1117/12.862699
Event: SPIE Optical Engineering + Applications, 2010, San Diego, California, United States

Abstract

Research exploring students' knowledge of optics from elementary through college has revealed that many concepts can be difficult for students to grasp. This can be the case particularly with fundamental concepts, such as the nature of light, how light interacts with matter, and how light behaves in optical systems. The use of formative assessment probes (low-stakes questions posed to students before instruction or in real-time in the classroom) can inform instructors about student background knowledge, and can also be used as they progress through learning in class. By understanding what students know prior to instruction, and how well they are learning in real-time, instruction can be designed and modified in order to encourage the development of scientifically-accurate knowledge.

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Erin F. C. Dokter, Stephen M. Pompea, Robert T. Sparks, and Constance E. Walker "The development of formative assessment probes for optics education", Proc. SPIE 7783, Optics Education and Outreach, 778309 (30 August 2010); https://doi.org/10.1117/12.862699

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