Related papers: Constructing a Multiple-Choice Assessment For Uppe…
Development of conceptual multiple-choice tests related to a particular physics topic is important for designing research-based learning tools to reduce the difficulties. We explore the difficulties that the advanced undergraduate and…
The increased use of multiple-choice (MC) questions in introductory-level physics final exams is largely hindered by reservations about its ability to test the broad cognitive domain that is routinely accessed with typical…
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…
Research-validated multiple-choice questions comprise an easy-to-implement instructional tool for scaffolding student learning and providing formative assessment of students' knowledge. We present findings from the implementation of a…
Research-validated multiple-choice questions comprise an easy-to-implement instructional tool that serves to scaffold student learning and formatively assess students knowledge. We present findings from the implementation, in consecutive…
Multiple-choice questions (MCQs) play a crucial role in fostering deep thinking and knowledge integration in education. However, previous research has primarily focused on generating MCQs with textual options, but it largely overlooks the…
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…
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…
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…
Quantum mechanics is a challenging subject, even for advanced undergraduate and graduate students. Here, we discuss the development and evaluation of research-based concept tests for peer instruction as a formative assessment tool in…
The Quantum Mechanics Conceptual Survey (QMCS) is a 12-question survey of students' conceptual understanding of quantum mechanics. It is intended to be used to measure the relative effectiveness of different instructional methods in modern…
High-stakes exams play a large role in determining an introductory physics student's final grade. These exams have been shown to be inequitable, often to the detriment of students identifying with groups historically marginalized in…
Research-validated multiple-choice questions comprise an easy-to-implement instructional tool that serves to scaffold student learning and formatively assess students' knowledge. We present findings from the implementation, in consecutive…
We address four main areas in which graduate quantum mechanics education can be improved: course content, textbook, teaching methods, and assessment tools. We report on a three year longitudinal study at the Colorado School of Mines using…
Multiple-choice questions (MCQs) are ubiquitous in almost all levels of education since they are easy to administer, grade, and are a reliable form of assessment. An important aspect of MCQs is the distractors, i.e., incorrect options that…
Research-based multiple-choice questions implemented in class with peer instruction have been shown to be an effective tool for improving students' engagement and learning outcomes. Moreover, multiple-choice questions that are carefully…
We present GSM-MC, a multiple-choice (MC) dataset constructed by collecting answers and incorrect predictions on GSM8K from 60 open-source models. Through extensive experiments, we show that LLMs' performance on the MC version of this…
Multiple choice questions (MCQs) are a popular method for evaluating students' knowledge due to their efficiency in administration and grading. Crafting high-quality math MCQs is a labor-intensive process that requires educators to…
The role of multiple-choice questions (MCQs) as effective learning tools has been debated in past research. While MCQs are widely used due to their ease in grading, open response questions are increasingly used for instruction, given…