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dc.contributor.authorRyan, Xing
dc.contributor.authorBaily, Charles
dc.contributor.authorPollock, Steven
dc.contributor.editorJones, Dyan
dc.contributor.editorDing, Lin
dc.contributor.editorTraxler, Adrienne
dc.identifier.citationRyan , 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 .
dc.identifier.otherPURE: 248713026
dc.identifier.otherPURE UUID: 4931a090-1833-4205-9609-4815f082c46c
dc.identifier.otherORCID: /0000-0001-6213-503X/work/41932059
dc.identifier.otherWOS: 000393035800069
dc.description.abstractThe 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.
dc.publisherAmerican Association of Physics Teachers
dc.relation.ispartof2016 Physics Education Research Conference Proceedingsen
dc.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.en
dc.subjectPhysics education researchen
dc.subjectQC Physicsen
dc.titleMultiple-response assessment for upper-division electrodynamicsen
dc.typeConference itemen
dc.description.version PDFen
dc.contributor.institutionUniversity of St Andrews. School of Physics and Astronomyen

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