Related papers: Multiple-choice Assessment for Upper-division Elec…
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…
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…
While introductory electricity and magnetism (E&M) has been investigated for decades, research at the upper-division is relatively new. The University of Colorado has developed the Colorado Upper-Division Electrostatics (CUE) Diagnostic to…
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…
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 investigation of student learning in upper-division quantum mechanics, we needed a high-quality conceptual assessment instrument for comparing outcomes of different curricular approaches. The 14 item open-ended Quantum…
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…
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 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…
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…
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…
Multiple choice exams are widely used to assess candidates across a diverse range of domains and tasks. To moderate question quality, newly proposed questions often pass through pre-test evaluation stages before being deployed into…
Laboratory courses represent a unique and potentially important component of the undergraduate physics curriculum, which can be designed to allow students to authentically engage with the process of experimental physics. Among other…
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…
Laboratory courses for upper-division undergraduates often involve sophisticated equipment, relatively small class sizes, and extended hands-on projects. These courses present distinct challenges and opportunities for the physics education…
We propose a multiple cohort expansion (MUCE) approach as a design or analysis method for phase 1b multiple expansion cohort trials, which are novel first-in-human studies conducted following phase 1a dose escalation. The MUCE design is…
Many modern AI question-answering systems convert text into vectors and retrieve the closest matches to a user question. While effective for topical similarity, similarity scores alone do not explain why some retrieved text can serve as…
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…
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…