PRACTICE AND REFLECTIONS ON QUANTIFYING PROCESS ASSESSMENT SCORES IN COLLEGE PHYSICS

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.