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Conceptual assessment tool for advanced undergraduate electrodynamics

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PhysRevPhysEducRes.13.020113.pdf (1.173Mb)
Date
05/09/2017
Author
Baily, Charles
Ryan, Qing
Astolfi, Cecilia
Pollock, Steven
Keywords
Physics education research
Upper-divison electrodynamics
Course transformation
Assessment
LB2300 Higher Education
QC Physics
NDAS
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Abstract
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 (CURrENT). This is a free response, post-instruction diagnostic with 6 multi-part questions, an optional 3-question pre-instruction test, and accompanying grading rubrics. The instrument’s development was guided by faculty-consensus learning goals and research into common student difficulties. It can be used to gauge the effectiveness of transformed pedagogy, and to gain insights into student thinking in the covered topic areas. We present baseline data representing 500 students across 9 institutions, along with validity, reliability and discrimination measures of the instrument and scoring rubric.
Citation
Baily , C , Ryan , Q , Astolfi , C & Pollock , S 2017 , ' Conceptual assessment tool for advanced undergraduate electrodynamics ' , Physical Review Physics Education Research , vol. 13 , no. 2 , 020113 . https://doi.org/10.1103/PhysRevPhysEducRes.13.020113
Publication
Physical Review Physics Education Research
Status
Peer reviewed
DOI
https://doi.org/10.1103/PhysRevPhysEducRes.13.020113
ISSN
2469-9896
Type
Journal article
Rights
Copyright the Author(s) 2017. Published by the American Physical Society under the terms of the Creative Commons Attribution 4.0 International license. Further distribution of this work must maintain attribution to the author(s) and the published article’s title, journal citation, and DOI.
Description
Supported in part by the University of Colorado, the University of St Andrews, and NSF-CCLI grant #1023028.
Collections
  • University of St Andrews Research
URL
https://arxiv.org/abs/1708.04451
URI
http://hdl.handle.net/10023/11619

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