Related papers: Comparing student performance on a multi-attempt a…
We analyze the problem of comparing unitary transformations. The task is to decide, with minimal resources and maximal reliability, whether two given unitary transformations are identical or different. It is possible to make such…
We consider goodness-of-fit tests for uniformity of a multinomial distribution by means of tests based on a class of symmetric statistics, defined as the sum of some function of cell-frequencies. We are dealing with an asymptotic regime,…
The proliferation of generative AI tools has rendered traditional modular assessments in computing and data-centric education increasingly ineffective, creating a disconnect between academic evaluation and authentic skill measurement. This…
The observed performance difference between women and men on assessments in physics---the "gender gap"---is a significant and persistent inequity which has broad implications for the participation of women in physics. Research also shows…
In this work, I present an automatic system for the evaluation of closed-type exercises in physics at the high school level or in the first year of a degree where physics is a mandatory course. It is expected that this will allow students…
The problem of simultaneously testing the marginal distributions of sequentially monitored, independent data streams is considered. The decisions for the various testing problems can be made at different times, using data from all streams,…
This study presents the design and the implementation of an inquiry-based reconstruction of Rutherford's gold foil experiment. The activity engaged students in collaborative exploration using a "black box" as an analogical model of the…
When students make a mistake in an exercise, they can consolidate it by ``similar exercises'' which have the same concepts, purposes and methods. Commonly, for a certain subject and study stage, the size of the exercise bank is in the range…
We have previously described the reformed introductory physics course, Collaborative Learning through Active Sense-Making in Physics (CLASP), for bioscience students at a large public research one university (Original University) and…
We investigated the effects of student-generated problems on exams. The process was gradual with some training throughout the semester. Initial results were highly positive with the students involved performing significantly better, and…
In this work, we address the question of how to enhance signal-agnostic searches by leveraging multiple testing strategies. Specifically, we consider hypothesis tests relying on machine learning, where model selection can introduce a bias…
The traditional approach to studying student understanding presents a question and uses the student answers to make inferences about their knowledge. However, this method does not capture the range of possible alternative ideas available to…
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…
In this article we address the problem of automatic answer checking in interactive learning systems that support mathematical notation. This problem consists of the problem of establishing identities in formal mathematical systems and hence…
What kind of problem-solving instruction can help students apply what they have learned to solve the new and unfamiliar problems they will encounter in the future? We propose that mathematical sensemaking, the practice of seeking coherence…
Learning physics requires understanding the applicability of fundamental principles in a variety of contexts that share deep features. One way to help students learn physics is via analogical reasoning. Students can be taught to make an…
We analyze the effectiveness of working in pairs on the Conceptual Survey of Electricity and Magnetism test in a calculus-based introductory physics course. The group performance shows large normalized gain and evidence for co-construction.…
We describe how graduate students categorize introductory mechanics problems based on the similarity of their solutions. Graduate students were asked at the end of a teaching assistant training class to categorize problems from their own…
Randomized A/B comparisons of alternative pedagogical strategies or other course improvements could provide useful empirical evidence for instructor decision-making. However, traditional experiments do not provide a straightforward pathway…
We have analyzed the impact of taking an associated lab course on the scores on final exam questions in two large introductory physics courses. Approximately a third of the students who completed each course also took an accompanying…