Reflection: Quizzes Test on Energy - Section 2: Energy Test

 

Most students finished the test with a few minutes to spare, so the test length is appropriate for the 50 minute period. Overall, students did well on the multiple-choice section of the test. There were a few problems that many students with which students had problems. For example, number 19 which reads:

"You and your friend, who weights the same as you, want to go to the top of the Eiffel Tower. Your friend takes the elevator straight up. You decide to walk up the spiral stairway, taking longer to do so. Compare the gravitational potential energy of you and your friend after you both reach the top."

I think the issue here is that the length of the problem is to long for the relatively simple concept it is looking to test, which is change in potential energy being independent of path. For future tests, I will change this problem with a much shorter question. 

If a student makes a mistake on a word problem, then VFW (Variables - Formula(s) - Work) helps me to easily find their mistake. I tell my students that they will get partial credit if I can follow their thinking and find their mistake. Also, correct answer without VFW WILL NOT receive full credit! We have been using VFW all year, so students are comfortable working with this. On several of the student test examples, I see that students list out the variables given in the word problem (download this document to see several student samples). They write the formulas without the variables and then show their work. This methodology helps students become organized problem solvers and I like to see most students use it. 

  Quizzes: Reflection on Open Ended Questions
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Test on Energy

Unit 3: Energy
Lesson 12 of 16

Objective: Students demonstrate their knowledge of the conservation of energy with this summative assessment.

Big Idea: Energy-mass is not created or destroyed, but changes from one form to another.

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