Free-Point Friday: An Intervention Model for Introductory Physics

• Autores: Nathan D. Davis, Eric W. Burkholder, Spencer H. Johnson, Gabriel S. Woodbury Saudeau
• Localización: The Physics Teacher, ISSN 0031-921X, Vol. 62, Nº. 2, 2024, págs. 84-86
• Idioma: inglés
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• Resumen

  • Often, assessments in undergraduate physics courses are summative. Instructors impose time constraints on the students, and students are not given opportunities to apply any feedback to then work to build their understanding of the material.1,2 In this paper, we describe a modest supplemental instruction-style intervention that turned weekly, summative content quizzes into opportunities for formative assessment. This was a graduate-student-led effort in an algebra-based introductory physics course at Auburn University. Though we did not have a randomized control group, we used regression analysis to show that students who attended the supplemental intervention, called Free-Point Friday (FPF), performed better than peers with equivalent physics diagnostic scores, self-efficacy, and mindset at the beginning of the semester.