Abstract
Improving curricular materials and practices aimed at complex cognitive processes such as problem solving requires careful planning and useful tools for assessment. To illustrate the challenges of measuring a change in students' problem solving in physics, we present the results of and a reflection on a pilot assessment of the effectiveness of computer problem-solving coaches [1] in a large (200+ student) section of an introductory physics course.
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Xu, Q., Heller, K., Hsu, L., & Aryal, B. (2013). Authentic assessment of students’ problem solving. In AIP Conference Proceedings (Vol. 1513, pp. 434–437). American Institute of Physics Inc. https://doi.org/10.1063/1.4789745
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