Redesigning the introductory physics assessment to target DFW rates

In the Physics Department at Tennessee Technological University, the introductory physics courses are taught in two parts: Mechanics (PHYS 2110) and Electricity and Magnetism (PHYS 2120). This work describes a change in assessment methods for the Mechanics course. As a general education course, a service course for engineering students, and an introductory mechanics course for physics majors, we must cater to a large and diverse group of students. These students range from those who had a strong foundation in physics and math in high school to those with little or no prior exposure. Historically, these courses have been characterized by high DFW rates.

Several innovative methods have been tried and tested over the years to reduce DFW rates while enhancing students’ overall assimilation of the course material. The most recent change is a shift in the assessment method - from three high-stakes exams and multiple low-stakes quizzes throughout the course to a checkpoint-based system that assesses specific learning objectives during the semester.

The aspect of this new system that appears to have had the most significant impact is the reduction of immediate stress and performance pressure associated with high-stakes testing. The revised approach removes hard deadlines and introduces a more flexible, scaled method for retaking checkpoints, thereby allowing students to demonstrate their understanding of learning objectives up until an optional final exam.

In this work, a description of the new assessment method, the grading system designed to promote fairness, and the observed effects on DFW rates over the past four semesters will be presented.