Development and Uses of Upper-division Conceptual Assessment

Abstract

The use of validated conceptual assessments alongside more standard course exams has become standard practice for the introductory courses in many physics departments. These assessments provide a more standard measure of certain learning goals, allowing for comparisons of student learning across instructors, semesters, and institutions. Researchers at the University of Colorado Boulder have developed several similar assessments designed to target the more advanced physics content of upper-division classical mechanics, electrostatics, quantum mechanics, and electrodynamics. Here, we synthesize the existing research on our upper-division assessments and discuss some of the barriers and challenges associated with developing, validating, and implementing these assessments as well as some of the strategies we have used to overcome these barriers.

12 pages, 5 figures, submitted to the Phys. Rev. ST - PER Focused collection on Upper-division PER

References in corpus (6)

• Surveying students' understanding of quantum mechanics in one spatial dimension
• Student understanding of symmetry and Gauss's law of electricity
• Analytic Framework for Students' Use of Mathematics in Upper-Division Physics
• The Relativity Concept Inventory: development, analysis and results
• Coupled Multiple-response vs. Free-response Conceptual assessment: An Example from upper-division Physics
• Research-Based Course Materials and Assessments for Upper-Division Electrodynamics (E&M II)

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