Opening the Door to Physics Through Formative Assessment

The goal of this study was to develop a high school physics course (Energizing Physics, developed by two Boston physics teachers) with an assessment system that has the potential to enable all students to learn how to learn physics, so they can succeed in their first physics course in college.  Objectives of the research were to: 1) develop and test formative assessment activities that are embedded within the instructional program; 2) Create an assessment framework to enable teachers to monitor each student's progress, and enable students to track their own progress; and 3) Test these methods and materials in typical classrooms, then observe, collect work samples, and analyze results with the aim of improving both instruction and assessment tools.

During the final year of this project we published a series of papers about the work as this monograph, which was reviewed by the National Science Leadership Association (NSELA).