Assessment is an important part of any education programme. However, following tradition, many academics offer modules that are lecture-based with a formal unseen examination as the principal assessment. Historical inertia dictates that the form and content of the assessment is essentially the same from year to year without any sort of analysis of how students prepare or what is being tested.
This book explores issues relating to student assessment in university-level physics education. The purposes of assessment and current issues are covered in depth alongside analysis of the different types of assessment applied in university physics departments, and suggestions on how assessment might be improved. Reviewing the methodology of assessment, the text is universally applicable to physics teaching at universities worldwide, providing lecturers and course designers with the tools to improve the quality and efficacy of their assessments in physics. With a firm emphasis on practical experience and numerous examples of current assessments, the book serves as a guide to academics new to assessment, as a refresher to more experienced academics who wish to think more deeply about what they are trying to achieve, and as a challenge to senior figures working on higher education infrastructure.
Key Features:
A timely book that will drive physics departments to think more carefully about their assessment
Analyses the types of assessment being applied in university physics departments and suggests how these might be improved
Provides an overview of the purpose, methods and methodology of assessment
Offers lecturers and course designers with practical advice to improve the quality and efficacy of their assessments in physics
Written by a highly-experienced author who has been directly involved in university physics assessments for many decades
Autorentext
Professor Peter Main joined the University of Nottingham as a Lecturer in Physics in 1979. Following promotions to Reader and Professor, he became Head of the School of Physics and Astronomy. In 2002, he joined the Institute of Physics as Director of Education and Science, where he had overall responsibility for the Institute's work in education at all age levels, research and diversity. In 2015, he joined King's College London to become Head of Physics; he retained his interest in many projects in physics education and diversity and these interests continue following his retirement from King's in July 2020.