Year: 2025
Type: article
Abstract: Process assessment scores (regular grades) account for 40% of the final overall score for college physics. The original intention behind their establishment was to optimize the composition of grades, promote student learning, and enhance teaching quality. However, there has been a lack of unified quantitative standards, which has caused controversy. How to quantify process assessment scores and improve teaching quality is a common challenge in the teaching of courses such as college physics. The author has continuously promoted the reform of process assessment quantification. This paper collates teaching data from college physics over the past three semesters, discusses in detail the role of process assessment score quantification methods in improving the quality of college physics teaching, and delves into newly discovered issues. It aims to stimulate further discussion and promote the improvement of college physics teaching quality.
Source: Wuli yu gongcheng.
Institution: Central South University
Language: English
Subfield: Education
Field: Social Sciences
Domain: Social Sciences
SDG: Quality education
Open Access status: bronze
OpenAlex ID: W7127933699
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