(Journal Article) Javier Alejandro Baeza; Gloria Alma Contreras and Nicolas Fernandez creator text Washington , DC American Association of Physics Teachers September 2023 monographic eng

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496–499p. Abstract- When teaching physics, assessment can pose a few challenges. The first, and perhaps greatest, is how to measure a task’s cognitive complexity with an assessment instrument so that it reveals the student’s conceptual understanding and skill level. The aspects to be considered are numerous, such as the characteristics of the group of students, what was taught, and the way it was taught, among others. We propose a taxonomy specific to physics teaching that takes context into account, allowing for a more accurate, integrated assessment than other, more general, ones. By using this taxonomy, we can better align tasks within an assessment instrument with physics programs’ teaching and learning goals at both the high school and university levels. The learning assessment process must include a group of characteristics for the resulting inferences to be considered valid and accurately reflect the student’s learning state, e.g., instructional validity and content validity. In physics... ***______{For Hard Copy, Please visit Library.}________*** Taxonomy for Physics Teachers’ Practice Physics Teachers’ Practice 530.071 0031-921X RIEBPL Library https://doi.org/10.1119/5.0069341 https://doi.org/10.1119/5.0069341 231106 20231120103940.0