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Development and uses of upper-division conceptual assessments
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dc.contributor.author | Wilcox, Bethany R. | |
dc.contributor.author | Caballero, Marcos D. | |
dc.contributor.author | Baily, Charles | |
dc.contributor.author | Sadaghiani, Homeyra | |
dc.contributor.author | Chasteen, Stephanie V. | |
dc.contributor.author | Ryan, Qing X. | |
dc.contributor.author | Pollock, Steven J. | |
dc.date.accessioned | 2015-09-28T09:40:02Z | |
dc.date.available | 2015-09-28T09:40:02Z | |
dc.date.issued | 2015-09-23 | |
dc.identifier.citation | Wilcox , B R , Caballero , M D , Baily , C , Sadaghiani , H , Chasteen , S V , Ryan , Q X & Pollock , S J 2015 , ' Development and uses of upper-division conceptual assessments ' , Physical Review Special Topics - Physics Education Research , vol. 11 , no. 2 , 020115 . https://doi.org/10.1103/PhysRevSTPER.11.020115 | en |
dc.identifier.issn | 1554-9178 | |
dc.identifier.other | PURE: 193097319 | |
dc.identifier.other | PURE UUID: 961500e2-2a0f-4cdb-a6dc-dcd46675e2ad | |
dc.identifier.other | Scopus: 84951057694 | |
dc.identifier.other | ORCID: /0000-0001-6213-503X/work/41932057 | |
dc.identifier.other | WOS: 000361681200009 | |
dc.identifier.uri | https://hdl.handle.net/10023/7551 | |
dc.description.abstract | The use of validated conceptual assessments alongside conventional course exams to measure student learning in introductory courses has become standard practice in many physics departments. These assessments provide a more standard measure of certain learning goals, allowing for comparisons of student learning across instructors, semesters, institutions, and pedagogies. Researchers at the University of Colorado Boulder have developed several similar assessments designed to target the more advanced physics of upper-division classical mechanics, electrostatics, quantum mechanics, and electrodynamics courses. Here, we synthesize the existing research on our upper-division assessments and discuss some of the barriers and challenges associated with their development, validation, and implementation as well as some of the strategies we have used to overcome these barriers. | |
dc.format.extent | 13 | |
dc.language.iso | eng | |
dc.relation.ispartof | Physical Review Special Topics - Physics Education Research | en |
dc.rights | This article is available under the terms of the Creative Commons Attribution 3.0 License (http://creativecommons.org/licenses/by/3.0/). Further distribution of this work must maintain attribution to the author(s) and the published article’s title, journal citation, and DOI. | en |
dc.subject | Physics education research | en |
dc.subject | Assessment | en |
dc.subject | Conceptual understanding | en |
dc.subject | QC Physics | en |
dc.subject | LB2300 Higher Education | en |
dc.subject | T-NDAS | en |
dc.subject.lcc | QC | en |
dc.subject.lcc | LB2300 | en |
dc.title | Development and uses of upper-division conceptual assessments | en |
dc.type | Journal article | en |
dc.description.version | Publisher PDF | en |
dc.contributor.institution | University of St Andrews. School of Physics and Astronomy | en |
dc.identifier.doi | https://doi.org/10.1103/PhysRevSTPER.11.020115 | |
dc.description.status | Peer reviewed | en |
dc.identifier.url | http://www.st-andrews.ac.uk/~crb6/research/papers/Wilcox_PRST2014_DUUDCA.html | en |
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