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Multiple-response assessment for upper-division electrodynamics

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PERC2016_Ryan_CC.pdf (2.207Mb)
Date
29/12/2016
Author
Ryan, Xing
Baily, Charles
Pollock, Steven
Keywords
Assessment
Electrodynamics
Physics education research
Multiple-choice
QC Physics
NDAS
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Abstract
The CURrENT (Colorado UppeR-division ElectrodyNamics Test) was designed as an open-ended assessment to investigate student reasoning and learning, as well as assessing course transformations in upper-division electrodynamics. The assessment has been given at multiple universities over the past five years, but hand-grading the open-ended questions limits the scalability and usability of the instrument. For this reason, we are creating a multiple-response version of the assessment, using the database that consists of many student responses to the free-response CURrENT along with research on student difficulties. Our goal is to explore the logistical advantages of this objectively gradable format while preserving insights about student reasoning provided by the free-response format. Here we discuss development of the multiple-response CURrENT and present a comparison study between the multipleresponse version and the free-response version. Some preliminary measures of the multiple-response CURrENT such as the test’s validity, reliability and discrimination using classical test theory are also included.
Citation
Ryan , X , Baily , C & Pollock , S 2016 , Multiple-response assessment for upper-division electrodynamics . in D Jones , L Ding & A Traxler (eds) , 2016 Physics Education Research Conference Proceedings . American Association of Physics Teachers , pp. 284-287 , 2016 Physics Education Research Conference , Sacramento , California , United States , 21/07/16 . https://doi.org/10.1119/perc.2016.pr.066
 
conference
 
Publication
2016 Physics Education Research Conference Proceedings
DOI
https://doi.org/10.1119/perc.2016.pr.066
Type
Conference item
Rights
(c) 2016, American Association of Physics Teachers. This material is released under a Creative Commons Attribution 3.0 license. Further distribution of this work must maintain attribution to the published article's author(s), title, proceedings citation, and DOI.
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  • University of St Andrews Research
URI
http://hdl.handle.net/10023/10268

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