Constructing a Multiple-Choice Assessment For Upper-Division Quantum Physics From An Open-Ended Tool

As part of an ongoing investigation of student learning in upper-division quantum mechanics, we needed a high-quality conceptual assessment instrument for comparing outcomes of different curricular approaches. The 14 item open-ended Quantum Mechanics Assessment Tool (QMAT) was previously developed f...

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Bibliographic Details
Published inarXiv.org
Main Authors Sadaghiani, Homeyra, Miller, John, Pollock, Steven, Rehn, Daniel
Format Paper
LanguageEnglish
Published Ithaca Cornell University Library, arXiv.org 20.08.2013
Subjects
Division
Quality assessment
Quantum mechanics
Quantum physics
Quantum theory
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Summary:As part of an ongoing investigation of student learning in upper-division quantum mechanics, we needed a high-quality conceptual assessment instrument for comparing outcomes of different curricular approaches. The 14 item open-ended Quantum Mechanics Assessment Tool (QMAT) was previously developed for this purpose. However, open-ended tests require complex scoring rubrics, are difficult to score consistently, and demand substantial investment of faculty time to grade. Here, we present the process of converting open-ended questions to multiple-choice (MC) format. We highlight the construction of effective distractors and the use of student interviews to revise and validate questions and distractors. We examine other elements of the process, including results of a preliminary implementation of the MC assessment given at Cal Poly Pomona and CU Boulder.
ISSN:2331-8422