Until recently, 2D representations (e.g., static diagrams in textbooks) were students’ primary way of visualizing the magnetic field. With augmented reality (AR), it is possible for a student with a free smartphone app (e.g., MagnaAR NSF #1822728)  to map and display the magnetic field in a region of space. But how do they interpret what they are seeing? A web-based 2.5D assessment has been developed to address this question. The 16-question Magnetic Field Test, created on the Unity development platform allows students to manipulate the field of view in questions by rotating the image horizontally or vertically.  While it is particularly suited to measuring conceptual learning gains in situations where students have used been able to use 3D imaging such as the smartphone app mentioned above to learn about magnetic fields, it can be used to assess any student’s understanding of field direction, strength and superposition of magnetic fields.

This poster presents early results of field testing of a new free LiDAR-aided smartphone app (NSF #2114586) for understanding velocity and acceleration. This tool can be used in both traditional laboratory classrooms and distance learning contexts and builds on our prior success with Magna-AR (NSF #1822728), a smartphone app for visualizing 3-D magnetic fields that has been downloaded by more than 500,000 users. The app pushes the limits of and set the standards for LiDAR-aided AR use in classroom settings, equips teachers and learners and students to explore position-based STEM concepts in various contexts, (possibly including remote learning settings), and will eventually be used determine how learners’ exploration of LiDAR-aided AR impacts their conceptual understanding of STEM concepts.

Racial and gender disparities in physics student outcomes have prompted research into a variety of possible contributing factors. There has, however, been very little research conducted examining the impact of grading and assessment methods in upper-division physics on student engagement and success. We examined the impact of different types of feedback and assessment, particularly comparing students’ experience in an ‘ungraded’ course, a class where the assignments were not graded but were assessed with verbal feedback, versus a traditionally graded course. We spoke with four upper-division physics students about their experiences with both standard physics grading and assessment practices as well as in an ungraded course. Interview analysis revealed that the traditional method of written feedback had no reported impact on students' comprehension of the material while the verbal feedback prompted further engagement.

The PhysPort Data Explorer (www.physport.org/dataexplorer) is an online tool that helps physics instructors analyze their students’ responses to 36 research-based assessments. Instructors upload their students' responses using our secure interface. The Data Explorer matches their pre/post data, scores it, compares it to national data, and graphs it in an interactive way. Instructors can look at results over time, breakdown by topic or question, and comparisons between courses. Instructors can also upload data related to student demographics, academic record, or background, and look at their results based on this information. We present the Data Explorer and discuss equity issues around analysis and interpretation of research-based assessment results, in order to support faculty in using data to reveal and address inequities, to support minoritized groups of students, and to minimize and eliminate harm. Bring your laptop and a spreadsheet of student assessment data and we can help you use the Data Explorer.

Grading is often times the least rewarding and most time consuming aspect of teaching. Many are probably familiar with the sentiment, "I teach for free. I get paid to grade!" However, grading and providing meaningful and consistent feedback is essential to the learning process for our students. Fortunately, there is a wonderful tool available called, Gradescope. This poster will cover some of the most useful features of Gradescope that can be used to grade homework, exams, and even written assingments with much more ease and flexibility compared to traditional grading methods, and to provide more robust and meanfigul feedback to students.