Setting Exam Questions - Beyond Bloom's Taxonomy

  Most JCs are in the midst of setting their prelim questions and promotional examination questions at this time of the year. This is no different at my college, last Friday a colleague who is new in teaching came and seek me advice on how I usually set questions and he asked me if it was alright for a question to contain many different parts on a story line. So, we had a chit-chat and I shared my experience on setting questions with him, in the midst I realised that it may be possible to pen down some of experiences and hopefully, some new teachers can benefit from it.

Usually each examination will have a specific table of specification (TOS). For each question and topic that I am assigned to I have something similar as well. Usually, I will go through the syllabus and identify all the concepts that I need that students to be able to show mastery in. I usually start off by setting the structured question first, unless I have just come across one very particularly good question in MCQ. For the structured question. as I set each part of question, I check off the concept that has been tested. This avoids over testing of one particular concept - as each mark in the paper is very precious. It also alerts me to which other the concepts that have not been covered in the examination. That allows me to set an appropriate question in MCQ to ensure that concept has been tested

Many schools also use the Bloom's taxonomy to guide them. However, I find that a little difficult to use at times especially in physics were almost every question is an application and applications and extrapolation can be both difficult and easy depending on the question. However, I find it useful to follow the following:

(i) I usually start setting the main scenario of the question. For beginners, a good point is always to pick an interesting question from past questions, or a textbook question. I then first solve the question. Usually textbook questions especially the more challenging ones will need to be solved in parts.

(ii) Then I add in parts to the question for ensure that students are guided to achieve the final answers, start off with the easier calculations and slowly lead the students in. There should not be more than two steps in each part.

(iii) Revisit the question, look at if there are any appropriate qualitative questions that can be added in to get the students to explain a new scenario if something in the questions is changed or if what is calculated can be placed at the end of the question. Sometimes, if there are more than sufficient marks to play with I will also get students to sketch graphs pertaining to scenario, this helps to extend students' thinking and also assess students' ability to translating information to abstract representations.

(iv) When the bulk of the question is set , I then assign the marks for each part. (We will talk more about how I assign marks below) Usually each setter is given a certain of marks to play with for the question to be set. For the filling the rest of the marks, I will now go back and place some regugitative questions like definitions to the front or intermediate parts of the question. For example in a gravitation question on dealing with force approaches that utilises Newton's Law of Gravitation, I would put in a "State Newton's Law of Gravitation" in front. If an energy approach is needed later, I may add in the definition of Gravitation Potential Energy of a 2 mass system. This is particularly essential to guide the students' train of thought in examinations.

4. Throughout the whole process, be clear of the learning objectives that you wish to set, this especially important in awarding of marks. For awarding marks in the question, I make sure I tie the points in my question to a particular concept that I wish to illustrate. So beyond just writing down 1 mark - I usually have a remarks column in my own marking scheme to note down also what this one mark is for e.g. illustrating knowledge of application of Newton's Law of Gravitation.

5. From the description of 3, I also note that beyond just setting a question. I do take note that in all my questions, there should not only be just calculations. In all the questions I set for a topic, I always ensure that there is a little bit of regugitative work (10 - 20% of question), a little bit of calculation (30% -40% should be something familiar), more calculation (10% - 20% more challenging), some graphical work (20%) and some qualitative explanations part (20%) -both of which usually proofs to be more challenging for students.

6. Back to the question on whether it is appropriate to have many different scenarios in a question. It depends on how many marks is allocated and what the objective is for the question, for some time is needed for the candidate to explore and understand each new scenario. For example, in the case if we are looking at a synthesis question on how students understand conservation of energy is applied throughout the various topics in Physics, then each part could be description of a different scenario like describing the energy changes that occurs in a spring undergoing simple harmonic motion, a block sliding down a slope, the excitation and de-excitation of an electron when a photon is incident on it etc. Each scenario is however short and familiar. However, if the scenario could be something not familiar and a lot of description is needed to get the students into the story line, then it makes no sense to give a new scenario every two parts. E.g. in the case where Tarzan swings and picks up Jane and swings back again. The scenario should be sufficient to present itself with many questions the setter can set for. Having a new scenario for each one or two marks is very unfair to the candidate as there is in fact more time needed for candidate to truly understand the scenario.

Quantum Mechanics Conceptual Survey

My friend sent me a research paper on Quantum Mechanics Conceptual Survey (QMCS).

The QMCS is a survey to assess students' understanding of quantum mechanics and is intened to be used to measure the relative understanding of quantum mechanics.  As with the most conceptual tests used for research, the authors have protected the security of the test by keeping it from becoming available to students.  After administering the test, they do not post solutions or allow students to take the tests home.  They have also administered it online but on a password-protected enviroment with warnings to students not to distribute it.

Instructors or Physics teachers interested in obtaining a copy can request copy at http://per.colorado.edu/QMCS.

My Role as a Teacher in Physics

  To me, the point about Physics education is not just dishing out the facts and expecting the students to do well. I always emphasize to my students, that it is an intriguing subject, because it forces you to learn how to learn, and it forces you to think at different perspectives. Physics is a subject that trains its learner to be logical. Many a times, the exact problem is not even formulated into an equation for your to solve yet. You need to read, interpret, make reasonable assumptions and model the situation to something solvable. Beyond that, you need to have a good grasp of mathematics to be able to tackle the problems. Getting the answer is uninteresting. You must be able to interpret the answer to your calculations, give conceptual understanding to it and then explain in a coherent manner to your peers your interpretation (so some mastery of language is needed). Furthermore, you must try to internalize what you have learnt to put into new context. Isn't this what real world problem solving is about?


  As teachers, I feel that we must therefore be aware of training skills beyond just the academic knowledge, many of our students will not in fact take on physics, JC is the time they are exposed to the rigour of various subjects and through them they learn more about themselves and will go on to further pursue their interests. Learning how to learn in new situations, from various information, is a more important lifelong skill they can apply for the rest of life.

  This is also why I find that putting students in teams that they have not worked with is important. The world has globalised.  Even as a teacher, I find that the soft skills of negotiation, teamwork, conflict management, socialising etc. are important. With the complexity of many real-life tasks, you need not only be competent in knowledge at workplace, but possess the necessary skills to both lead and work as a team player.

  Preparing students sufficiently for their future....isn't this what teaching is about?

Tips in Lecturing 1 : What to look for in The design of Slide.

Preparing my lecture slides for gravitation and my husband is overlooking my shoulders.  He says that " You have nice slides...maybe you should document some tips for lecturing."  Okay...so here I share some things I take note of when I design my slides, in case I forget.

1. 
   
   Ideas on each slide must be clear.  Have only sufficient words to allow you to recall what you want to say.  Point form is great....students can read notes....and they should be encouraged to study from notes and texts. 
2. 
   
   Put the concept that you want to say on the title.  Keep to one concept per slide, too many concepts the student may miss the point.  Only use more than one when you need to review previous concepts or do a consolidation at the end.
3. 
   
   Also put the reference to the lecture notes or textbook on the slide title.  This allows the students to refer to the elaborations when they review the slides.
4. 
   
   Make it aesthetically appealing.  Highlight key words in bold and colour.  Add a diagram, photo when possible.
5. 
   
   Check your font size is sufficiently large to be ready by your last row of audience, you can check it with students in the first lecture and make adjustments.  Usually I keept to trebuchet at least a font size of 20. I avoid Times New Roman cause the words tend to too thin.
6. 
   
   When developing arguments I tend to rehearse what I want to say when I design my slide and animate the points when they come out.

Yap that is it for now.....will write more when I think of more.

US satellite to monitor debris

US satellite to monitor debris (Click on this link to access the article.)

Source: Straits Times
Date: 4th July 2010

This is a great article to include during the teaching of Gravitation. Students learn about how satellites are launched, and are often taught that they will continue to spiral inward as they lose gravitational potential energy and gain kinetic energy and eventually burn up in atmosphere.

However, in reality, we do leave a lot of debris and trash in space and now we are causing problems for ourselves.

A lesson in National Education perhaps? Though not directly related to Singapore, but relates to character development and the care of the environment, and our responsibility as inhabitants of the earth.

Software Recommendation: Dia - A Free Software To Draw Circuit Diagrams

Dia :  A Free Visio-like Software

In teaching electricity, there is always a need to draw many circuit diagrams.  I had initially used the Art box in Microsoft Word to draw the diagrams.  However, I found it a little cumbersome as constant adjustment of the diagrams are needed especially linking between the different circuit components.

I was introduced to Microsoft Visio and I do admit it is useful, but too much an overkill for me as it is relatively expensive considering the fact that I only want to use it draw electrical diagrams.

Recently, I came across a free, open-source software called Dia.  It is a great software, as it contains most of circuit components that you can easily find in the A-level syllabus.
It is a slightly scaled down version of Visio, but definitely serves my purpose.

This is a definitely a good tool to have with you.

[Click on the title of this writeup to access the site to download the software.]

Examination Tip #1 : Useful Stationery to Have - Customised Self-Inking Stamp

  This is strictly not a physics post....but rather a post for all students.  I noticed when invigilating many tests and examinations,  that students spend alot of time writing their name and index no. on every sheet of writing paper that they wish to hand in.  (At least they bother.)  This allows for any pieces of paper that could easily come lose from the stack during the transportation (esp. when you are sitting for internation examinations and scripts get sent from place to place) to be easily traced back to the "owner".  However, it is very tiring especially when you attach more than 10 sheets of writing paper, I had a case where the student attached 20 sheets for the Math paper and ended up writing till he complained that his hands ache.

  One very useful tool to acquire is a Self-inking Rubber Stamp which you can customise what you put on the stamp.  Put your name and centre no./index no. on the stamp.  Use that to stamp across every writing paper you are using.