Related papers: Re-thinking the Rubric for Grading the CUE: The Su…
The Colorado Upper-Division Electrostatics (CUE) Diagnostic is an exam developed as part of the curriculum reform at the University of Colorado, Boulder (CU). It was designed to assess conceptual learning within upper-division electricity…
The Colorado Upper-division Electrostatics (CUE) diagnostic was designed as an open-ended assessment in order to capture elements of student reasoning in upper-division electrostatics. The diagnostic has been given for many semesters at…
Standardized assessment tests that allow researchers to compare the performance of students under various curricula are highly desirable. There are several research-based conceptual tests that serve as instruments to assess and identify…
Standardized conceptual assessment represents a widely-used tool for educational researchers interested in student learning within the standard undergraduate physics curriculum. For example, these assessments are often used to measure…
Free-response research-based assessments, like the Colorado Upper-division Electrostatics Diagnostic (CUE), provide rich, fine-grained information about students' reasoning. However, because of the difficulties inherent in scoring these…
Favorable outcomes from ongoing research at the University of Colorado Boulder on student learning in junior-level electrostatics (E&M I) have led us to extend this work to upper-division electrodynamics (E&M II). We describe here our…
As part of ongoing investigations into student learning in advanced undergraduate courses, we have developed a conceptual assessment tool for upper-division electrodynamics (E&M II): the Colorado UppeR-division ElectrodyNamics Test…
As part of an ongoing project to investigate student learning in upper-division electrodynamics (E&M II), the PER research group at the University of Colorado Boulder has developed a tool to assess student conceptual understanding: the…
The use of validated conceptual assessments alongside more standard course exams has become standard practice for the introductory courses in many physics departments. These assessments provide a more standard measure of certain learning…
End-of-course assessments play important roles in the ongoing attempt to improve instruction in physics courses. Comparison of students' performance on assessments before and after instruction gives a measure of student learning. In…
Reliable and validated assessments of introductory physics have been instrumental in driving curricular and pedagogical reforms that lead to improved student learning. As part of an effort to systematically improve our sophomore-level…
Reliable and validated assessments of introductory physics have been instrumental in driving curricular and pedagogical reforms that lead to improved student learning. As part of an effort to systematically improve our sophomore-level…
Student learning in instructional physics labs is a growing area of research that includes studies exploring students' beliefs and expectations about experimental physics. To directly probe students' epistemologies about experimental…
Student learning in instructional physics labs represents a growing area of research that includes investigations of students' beliefs and expectations about the nature of experimental physics. To directly probe students' epistemologies…
We present an adoption-ready instructional module for introducing quantum superposition in a two-state system. The package combines a five-activity classroom sequence with grading-ready assessment materials organized around six conceptual…
The Conceptual Survey of Electricity and Magnetism (CSEM) is a multiple-choice survey that contains a variety of electricity and magnetism concepts from Coulomb's law to Faraday's law at the level of introductory physics used to help inform…
We describe student difficulties in applying the superposition principle in combination with Gauss's law. We addressed these difficulties by developing a tutorial that uses guided inquiry. Students who used this tutorial following…
In response to national calls to better align physics laboratory courses with the way physicists engage in research, we have developed an epistemology and expectations survey to assess how students perceive the nature of physics experiments…
We investigate the difficulties that students in calculus-based introductory physics courses have with the concepts of symmetry, electric field, and electric flux which are important for applying Gauss's law. The determination of the…
Long-tailed distributions are common in real-world recognition tasks, where a few head classes have many samples while most tail classes have very few. Recently, fine-tuning foundation models for long-tailed learning has gained attention…