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American Journal of Physics
written by Andrew F. Heckler and Eleanor C. Sayre
To characterize the evolution of student understanding better than what is possible by pre-and post-testing, we posed simple conceptual questions several times per week to separate, randomly selected groups of introductory physics students. This design avoids issues of retesting and allows for tracking of student understanding of a given topic during the course with a resolution on the order of days. Based on the data from over 1600 students over five quarters, we found significant and interesting changes in performance on time scales of days and weeks. We found that the response curves of performance versus time can be divided into four categories: flat (no change), step-up, step-up and decay, and step-down. We examined changes on a 1 day time scale and found that changes in performance did not coincide with relevant traditional lectures or laboratories, but coincide with due dates of relevant on-line homework that provides immediate feedback. This method is well suited to measuring the effect of particular instructional events as well as providing insight into the nature of student understanding and learning.
American Journal of Physics: Volume 78, Issue 7, Pages 768-777
Subjects ADS Supplements Resource Types
Education - Basic Research
- Assessment
= Conceptual Assessment
= Longitudinal
= Methods
- Cognition
= Cognition Development
- Student Characteristics
= Skills
- Reference Material
= Research study
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© 2010 American Association of Physics Teachers
DOI:
10.1119/1.3384261
IES Grant No.:
R305H050125
PACS:
01.40.Fk
Record Creator:
Metadata instance created July 2, 2012 by Lyle Barbato
Record Updated:
February 26, 2013 by Lyle Barbato
Last Update
when Cataloged:
July 1, 2010
ComPADRE is beta testing Citation Styles!

Record Link
AIP Format
A. Heckler and E. Sayre, Am. J. Phys. 78 (7), 768 (2010), WWW Document, (http://dx.doi.org/10.1119/1.3384261).
AJP/PRST-PER
A. Heckler and E. Sayre, What happens between pre- and post-tests: Multiple measurements of student understanding during an introductory physics course, Am. J. Phys. 78 (7), 768 (2010), <http://dx.doi.org/10.1119/1.3384261>.
APA Format
Heckler, A., & Sayre, E. (2010, July 1). What happens between pre- and post-tests: Multiple measurements of student understanding during an introductory physics course. Am. J. Phys., 78(7), 768-777. Retrieved November 24, 2014, from http://dx.doi.org/10.1119/1.3384261
Chicago Format
Heckler, Andrew F., and Eleanor Sayre. "What happens between pre- and post-tests: Multiple measurements of student understanding during an introductory physics course." Am. J. Phys. 78, no. 7, (July 1, 2010): 768-777, http://dx.doi.org/10.1119/1.3384261 (accessed 24 November 2014).
MLA Format
Heckler, Andrew F., and Eleanor Sayre. "What happens between pre- and post-tests: Multiple measurements of student understanding during an introductory physics course." Am. J. Phys. 78.7 (2010): 768-777. 24 Nov. 2014 <http://dx.doi.org/10.1119/1.3384261>.
BibTeX Export Format
@article{ Author = "Andrew F. Heckler and Eleanor Sayre", Title = {What happens between pre- and post-tests: Multiple measurements of student understanding during an introductory physics course}, Journal = {Am. J. Phys.}, Volume = {78}, Number = {7}, Pages = {768-777}, Month = {July}, Year = {2010} }
Refer Export Format

%A Andrew F. Heckler
%A Eleanor Sayre
%T What happens between pre- and post-tests: Multiple measurements of student understanding during an introductory physics course
%J Am. J. Phys.
%V 78
%N 7
%D July 1, 2010
%P 768-777
%U http://dx.doi.org/10.1119/1.3384261
%O application/pdf

EndNote Export Format

%0 Journal Article
%A Heckler, Andrew F.
%A Sayre, Eleanor
%D July 1, 2010
%T What happens between pre- and post-tests: Multiple measurements of student understanding during an introductory physics course
%J Am. J. Phys.
%V 78
%N 7
%P 768-777
%8 July 1, 2010
%U http://dx.doi.org/10.1119/1.3384261


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The AIP Style presented is based on information from the AIP Style Manual.

The AJP/PRST-PER presented is based on the AIP Style with the addition of journal article titles and conference proceeding article titles.

The APA Style presented is based on information from APA Style.org: Electronic References.

The Chicago Style presented is based on information from Examples of Chicago-Style Documentation.

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