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Does reviewing previous answers during multiple-choice exams help examinees increase their final score? This article formalizes the question using a rigorous causal framework, the potential outcomes framework. Viewing examinees' reviewing…
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…
Students' answers to tasks provide a valuable source of information in teaching as they result from applying cognitive processes to a learning content addressed in the task. Due to steadily increasing course sizes, analyzing student answers…
Given a physics scenario, different problem types presenting that scenario in various ways can emphasize different instructional goals. In this investigation, we examined the views of physics graduate teaching assistants (TAs) about the…
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…
Traditional high-stakes summative assessments--timed, in-class exams accounting for a large percentage of the term's overall grade--have often received criticism from the educational community. Such assessments tend to prize a particular…
Estimating the difficulty of multiple-choice questions would be great help for educators who must spend substantial time creating and piloting stimuli for their tests, and for learners who want to practice. Supervised approaches to…
The current paper examines the possibility of replacing conventional synchronous single-attempt exam with more flexible and accessible multi-attempt asynchronous assessments in introductory-level physics by using large isomorphic problem…
The research presented in this thesis was motivated by the need to improve introductory physics courses. Introductory physics courses are generally the first courses in which students learn to create models to solve complex problems.…
In this study, we examine introductory physics students' ability to perform analogical reasoning between two isomorphic problems which employ the same underlying physics principles but have different surface features. Three hundred and…
As part of a large-scale assessment project at a large university, we administered weekly pre-tests and bi-weekly post-tests in the recitation sections of our introductory classes over four semesters from Spring 2010 through Fall 2011. The…
Common research tasks ask students to identify a correct answer and justify their answer choice. We propose expanding the array of research tasks to access different knowledge that students might have. By asking students to discuss answers…
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 discuss the development and validation of the long version of a conceptual multiple-choice survey instrument called the Survey of Thermodynamic Processes and First and Second Laws-Long (STPFaSL-Long) suitable for introductory physics…
We present outcomes from curricular changes made to an introductory calculus-based physics course whose audience is primarily life science majors, the majority of whom plan to pursue post-baccalaureate studies in medical and scientific…
Classroom response systems (CRSs) can be potent tools for teaching physics. Their efficacy, however, depends strongly on the quality of the questions used. Creating effective questions is difficult, and differs from creating exam and…
Identifying the relevant physics principles is a central component of problem solving. A major goal of most introductory physics courses is to help students discern the deep similarities between problems based upon the physics principles so…
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…
This article discusses the process of creating, implementing and experiencing Flipped Learning in a Multivariable Calculus course for second year engineering students. We describe the construction of the teaching material, consisting of…
We address previous hypotheses about possible factors influencing the gender gap in attainment in physics. Specifically, previous studies claim that male advantage may arise from multiple-choice style questions, and that scaffolding may…