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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…
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…
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…
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…
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…
Constructed-response (CR) questions are a mainstay of introductory physics textbooks and exams. However, because of time, cost, and scoring reliability constraints associated with this format, CR questions are being increasingly replaced by…
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…
We discuss a study to evaluate the extent to which free-response questions can be approximated by multiple-choice equivalents. Two carefully designed research-based multiple-choice questions were transformed into a free-response format and…
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…
We discuss a study to evaluate the extent to which free-response questions could be approximated by multiple-choice equivalents. Two carefully designed research-based multiple-choice questions were transformed into a free-response format…
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…
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…
Analyzing students' written solutions to physics questions is a major area in PER. However, gauging student understanding in college courses is bottlenecked by large class sizes, which limits assessments to a multiple-choice (MC) format for…
Cognitive diagnosis model (CDM) is a fundamental and upstream component in intelligent education. It aims to infer students' mastery levels based on historical response logs. However, existing CDMs usually follow the ID-based embedding…
Cognitive diagnosis is a crucial task in computational education, aimed at evaluating students' proficiency levels across various knowledge concepts through exercises. Current models, however, primarily rely on students' answered exercises,…
Multiple-choice multiple-response (MCMR) items (i.e., multiple-choice questions for which more than one response may be selected) can be a valuable tool for assessment. Like traditional multiple-choice single-response questions, they are…
Comparative Judgement (CJ) provides an alternative assessment approach by evaluating work holistically rather than breaking it into discrete criteria. This method leverages human ability to make nuanced comparisons, yielding more reliable…
Course-based undergraduate research experiences (CUREs) increase students' access to research. This lesson plan describes an interdisciplinary CURE developed to be able to involve over 60 students per semester in original research using…
Background: As traditional coding tasks in education become increasingly vulnerable to the use of Generative AI, there is a critical need for authentic, project-based assessments that evaluate students' scientific inquiry. To address this…