Bulletin of the American Physical Society
APS March Meeting 2013
Volume 58, Number 1
Monday–Friday, March 18–22, 2013; Baltimore, Maryland
Session N11: Invited Session: Landmark Reports in Education |
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Sponsoring Units: FEd Chair: Daniel Crowe, Loudon County Publc Schools Academy of Science Room: 310 |
Wednesday, March 20, 2013 11:15AM - 11:51AM |
N11.00001: Linking National and International Educational Assessments: NAEP and TIMSS Invited Speaker: Taslima Rahman In an increasingly global economy, comparisons of student achievement in the United States to student achievement in other countries are of interest to the nation. The National Center for Education Statistics (NCES) reports on mathematics and science achievement of 4$^{\mathrm{th}}$- and 8$^{\mathrm{th}}$-grade students for the all U.S. states and 60 countries. However, the reports are based on two separate assessments. Results for the U.S. states are based on the National Assessment~of Educational Progress (NAEP) and results for the other countries are based on the Trends in International Mathematics and Science Study (TIMSS). Further, unlike NAEP, TIMSS does not have an on-going state component. Thus, U.S. states cannot compare performance of their students with those of the students in other countries. To enable such comparisons, NCES launched a NAEP-TIMSS Linking study where the goal is to project TIMSS mathematics and science scores for the students in the 50 states that participated in NAEP. This linking study targeted eighth-grade students. NAEP assessments of mathematics and science were conducted in winter 2011 (January-March) and TIMSS assessments of mathematics and science were conducted in spring 2011 (April-June). Three approaches--- statistical moderation, calibration, and projection---are applied in linking the two scales. In this presentation, discussion will focus on the study design and approaches applied. In addition, results will be shared if released to the public by the NCES before March 2013. Otherwise results of earlier linking study conducted by the American Institutes for Research in 2007 using the statistical moderation technique will be shared. [Preview Abstract] |
Wednesday, March 20, 2013 11:51AM - 12:27PM |
N11.00002: Linking NAEP to TIMSS Using Statistical Moderation Invited Speaker: Gary Phillips |
Wednesday, March 20, 2013 12:27PM - 1:03PM |
N11.00003: The NRC Study of Undergraduate Physics Education: The role, status and outlook for physics education research Invited Speaker: Paula Heron The Board on Physics and Astronomy of the National Academies formed the ``Committee on Undergraduate Physics Education, Research and Implementation'' in 2011 and charged it with producing a report that ``identifies the goals and challenges facing undergraduate physics education and identifies how best practices for undergraduate physics education can be implemented on a widespread and sustained basis.'' (Further information on the committee and its charge can be found at: http://sites.nationalacademies.org/BPA/BPA\textunderscore 059078.) The report is expected to be released in early 2013. This talk will address the committee's process, some of the findings, and their implications for physics education. The role of physics education research in driving innovation will be emphasized. [Preview Abstract] |
Wednesday, March 20, 2013 1:03PM - 1:39PM |
N11.00004: A Future for Undergraduate Physics Education? Invited Speaker: Donald Langenberg About two years ago, the Board on Physics and Astronomy of the National Research Council created a Committee on Undergraduate Physics Education (UPE), with support from the National Science Foundation. The Committee was given the task to identify ``the goals and challenges facing undergraduate physics education,'' and ``how best practices for undergraduate physics education can be implemented on a widespread and sustained basis.'' The Committee was also asked to ``assess the status of physics education research (PER)'' and to ``discuss how PER can assist in accomplishing the goal of improving undergraduate physics education best practices and education policy.'' This presentation will report the Committee's findings and recommendations, the latter aimed at audiences ranging from individual physics faculty to departmental and university-wide leadership, and professional societies and funding agencies. The Committee's challenge was daunting. We are experiencing revolutionary changes in higher education, driven by new education technologies and demands for broader and deeper STEM education for more students in more fields. Only a relatively small fraction of undergraduates take physics courses. Nevertheless, half a million undergraduates enroll in at least one physics course in every academic year. PER has become a productive research field with the potential for major contributions to the improvement of undergraduate STEM education generally. Yet, in many---probably most--institutions UPE remains persistently traditional. We all have much to do! [Preview Abstract] |
Wednesday, March 20, 2013 1:39PM - 2:15PM |
N11.00005: Disciplined Based Educational Research -- What is it? What has it done? Where is it going? Invited Speaker: Kenneth Heller The National Research Council of the National Academies of Science has just released its study of Disciplined Based Educational Research (DBER) funded by the National Science Foundation. This two year study attempted to define the emerging field of DBER and investigated its state in the fields of Astronomy, Biology, Chemistry, Engineering, Geosciences, and Physics. This talk will give a brief review of the report, discuss the recommendations, implications for future research, and impact of DBER in improving science and engineering instruction at the undergraduate level. [Preview Abstract] |
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