Assessing student reasoning in upper-division electricity and magnetism at Oregon State University Public Deposited

Analytics
http://ir.library.oregonstate.edu/concern/articles/0k225c917

This is the publisher’s final pdf. The published article is copyrighted by the American Physical Society and can be found at:  http://journals.aps.org/prstper/abstract/10.1103/PhysRevSTPER.11.020125

Descriptions

Attribute NameValues
Creator
Abstract or Summary
  • [This paper is part of the Focused Collection on Upper Division Physics Courses.] Standardized assessment tests that allow researchers to compare the performance of students under various curricula are highly desirable. There are several research-based conceptual tests that serve as instruments to assess and identify students' difficulties in lower-division courses. At the upper-division level assessing students' difficulties is a more challenging task. Although several research groups are currently working on such tests, their reliability and validity are still under investigation. We analyze the results of the Colorado Upper-Division Electrostatics diagnostic from Oregon State University and compare it with data from the University of Colorado. In particular, we show potential shortcomings in the Oregon State University curriculum regarding separation of variables and boundary conditions, as well as uncover weaknesses of the rubric to the free-response version of the diagnostic. We also demonstrate how the diagnostic can be used to obtain information about student learning during a gap in instruction. Our work complements and extends the previous findings from the University of Colorado by highlighting important differences in student learning that may be related to the curriculum, illuminating difficulties with the rubric for certain problems and verifying decay in post-test results over time.
Resource Type
DOI
Date Available
Date Issued
Citation
  • Zwolak, J. P., & Manogue, C. A. (2015). Assessing student reasoning in upper-division electricity and magnetism at Oregon State University. Physical Review Special Topics: Physics Education Research, 11(2), 020125. doi:10.1103/PhysRevSTPER.11.020125
Series
Rights Statement
Funding Statement (additional comments about funding)
Publisher
Peer Reviewed
Language
Replaces
Additional Information
  • description.provenance : Submitted by Patricia Black (patricia.black@oregonstate.edu) on 2015-10-19T18:21:36Z No. of bitstreams: 2 license_rdf: 1370 bytes, checksum: cd1af5ab51bcc7a5280cf305303530e9 (MD5) ZwolakJustynaPhysicsAsssessingStudentReasoning.pdf: 2132897 bytes, checksum: aab7fa3f6376350d850ab8d077934867 (MD5)
  • description.provenance : Made available in DSpace on 2015-10-19T18:21:57Z (GMT). No. of bitstreams: 2 license_rdf: 1370 bytes, checksum: cd1af5ab51bcc7a5280cf305303530e9 (MD5) ZwolakJustynaPhysicsAsssessingStudentReasoning.pdf: 2132897 bytes, checksum: aab7fa3f6376350d850ab8d077934867 (MD5) Previous issue date: 2015-09-23
  • description.provenance : Approved for entry into archive by Patricia Black(patricia.black@oregonstate.edu) on 2015-10-19T18:21:57Z (GMT) No. of bitstreams: 2 license_rdf: 1370 bytes, checksum: cd1af5ab51bcc7a5280cf305303530e9 (MD5) ZwolakJustynaPhysicsAsssessingStudentReasoning.pdf: 2132897 bytes, checksum: aab7fa3f6376350d850ab8d077934867 (MD5)

Relationships

Parents:

This work has no parents.

Last modified

Downloadable Content

Download PDF

Items

Thumbnail Title Date Uploaded Visibility Actions
Gh93h1158?file=thumbnail ZwolakJustynaPhysicsAsssessingStudentReasoning.pdf 2017-07-26 Public