"Version: 20220501"--Title page verso.

Includes bibliographical references.

5. Experimental and other skills -- 5.1. Investigative work -- 5.2. Projects -- 5.3. Types of assessment -- 5.4. Examples of assessment criteria -- 5.5. General remarks

6. Summaries and suggestions -- 6.1. Introduction -- 6.2. Emergent issues -- 6.3. Suggestions for improvement -- 6.4. Summary.

1. Introduction and the purposes of assessment -- 1.1. Introduction -- 1.2. Purposes of assessment -- 1.3. General remarks

2. Methods of assessment -- 2.1. Introduction -- 2.2 Norm and criterion referencing -- 2.3. Difficulty and scaling -- 2.4. Types of assessment -- 2.5. Students with disabilities -- 2.6. Concluding remarks

3. What are we assessing? -- 3.1. Introduction -- 3.2. Testing physics programmes -- 3.3. Assessment of teamwork -- 3.4. Final remarks

4. Timed examinations -- 4.1. Introduction -- 4.2. Structure and nomenclature -- 4.3. Quality control -- 4.4. Marking -- 4.5. Analysis of examination papers -- 4.6. General remarks

Assessment is an important part of any education programme. However, following tradition, many academics offer modules that are lecture-based with a formal unseen examination as the principal assessment. This book explores issues regarding student assessment in university-level physics education.

University teachers of physics and related subjects worldwide.

Also available in print.

Mode of access: World Wide Web.

System requirements: Adobe Acrobat Reader, EPUB reader, or Kindle reader.

Professor Peter Main joined the University of Nottingham as a Lecturer in Physics in 1979. Following promotions to Reader and Professor, he became Head of the School of Physics and Astronomy. In 2002, he joined the Institute of Physics as Director of Education and Science, where he had overall responsibility for the Institute's work in education at all age levels, research and diversity.

Title from PDF title page (viewed on June 10, 2022).