Development and validation of a pedagogy-specific problem-solving process rubric

Abstract

We have begun the development and validation of a rubric for the assessment of problem-solving process in introductory physics courses. The initial rubric consisted of 12 criteria based on research in expert-like problem solving practice and aspects of Cooperative Group Problem Solving (CGPS) pedagogy. In contrast to recent work on problem-solving assessment for use in research and curriculum development, this rubric was specifically designed for instructor use in the assignment of grades and for student use as a scaffold. After assessment of seven problems across content in motion and force, exploratory factor analysis identified 3 factors that we have categorized as: (1) framing, (2) physics formalism, and (3) planning and executing. These factors roughly align with our initial theory of the construct, suggesting evidence for criterion-related validity. Tauequivalent reliability (N = 256) was found to be 0.80, and inter-rater reliability was high.