Computational essays as holistic assessment in upper-level physics courses enrolling biomedical physics majors

Teaching biological physics requires not only careful curriculum design but also the development of assessment tools that capture the interdisciplinary complexities inherent in the field. Computational essays offer a unique means of evaluating content mastery and acquisition of disciplinary skills and habits of mind. These assignments enhance problem-solving abilities, hone troubleshooting skills, and encourage the development of reproducible computational workflows. The presentation will highlight using computational essays in courses incorporating biological physics content while not strictly being biological physics courses. We will detail the design of these assignments as end-of-course projects, including the development of rubrics that accommodate the diverse academic majors and technical backgrounds of students, such as those majoring in physics and biomedical physics. Additionally, the presentation will explore how longitudinal analysis of student submissions, focused on content accuracy, scientific reasoning, and computational rigor, provides actionable feedback for refining course design and enhancing pedagogical practices.