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Physical Review Special Topics - Physics Education Research
written by Eleanor C. Sayre and Andrew F. Heckler
A common format for assessment of learning is pretesting and post-testing. In this study, we collect student test data several times per week throughout a course, allowing for the measurement of the changes in student knowledge with a time resolution on the order of a few days. To avoid the possibility of test-retest effects, separate and quasi-random sub-populations of students are tested on a variety of tasks. We report on data taken in a calculus-based introductory E&M class populated primarily by engineering majors. Unsurprisingly for a traditional introductory course, there is little change in many conceptual questions. However, the data suggest that some student performance peaks and decays rapidly during a quarter, a pattern consistent with memory research yet unmeasurable by pretesting and post-testing. In addition, it appears that some course topics can interfere with prior knowledge, decreasing performance on questions related to earlier topics in the course.
Subjects ADS Supplements Resource Types
Education - Basic Research
- Assessment
= Formative Assessment
Electricity & Magnetism
- General
General Physics
- Physics Education Research
- Reference Material
= Research study
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© 2009 American Physical Society
DOI:
10.1103/PhysRevSTPER.5.013101
PACSs:
01.40.Fk
01.30.lb
01.50.Kw
01.40.Ha
Keywords:
Conceptual Assessment, Formative Assessment, Test-Retest Effects
Record Creator:
Metadata instance created February 16, 2010 by Lyle Barbato
Record Updated:
June 29, 2010 by Vince Kuo
Last Update
when Cataloged:
February 12, 2009
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Record Link
AIP Format
E. Sayre and A. Heckler, Phys. Rev. ST Phys. Educ. Res. 5 (1), 013101 (2009), WWW Document, (http://dx.doi.org/10.1103/PhysRevSTPER.5.013101).
AJP/PRST-PER
E. Sayre and A. Heckler, Peaks and decays of student knowledge in an introductory E&M course Phys. Rev. ST Phys. Educ. Res. 5 (1), 013101 (2009), <http://dx.doi.org/10.1103/PhysRevSTPER.5.013101>.
APA Format
Sayre, E., & Heckler, A. (2009, February 12). Peaks and decays of student knowledge in an introductory E&M course. Phys. Rev. ST Phys. Educ. Res., 5(1), 013101. Retrieved July 30, 2014, from http://dx.doi.org/10.1103/PhysRevSTPER.5.013101
Chicago Format
Sayre, Eleanor, and Andrew F. Heckler. "Peaks and decays of student knowledge in an introductory E&M course." Phys. Rev. ST Phys. Educ. Res. 5, no. 1, (February 12, 2009): 013101, http://dx.doi.org/10.1103/PhysRevSTPER.5.013101 (accessed 30 July 2014).
MLA Format
Sayre, Eleanor, and Andrew F. Heckler. "Peaks and decays of student knowledge in an introductory E&M course." Phys. Rev. ST Phys. Educ. Res. 5.1 (2009): 013101. 30 July 2014 <http://dx.doi.org/10.1103/PhysRevSTPER.5.013101>.
BibTeX Export Format
@article{ Author = "Eleanor Sayre and Andrew F. Heckler", Title = {Peaks and decays of student knowledge in an introductory E&M course}, Journal = {Phys. Rev. ST Phys. Educ. Res.}, Volume = {5}, Number = {1}, Pages = {013101}, Month = {February}, Year = {2009} }
Refer Export Format

%A Eleanor Sayre
%A Andrew F. Heckler
%T Peaks and decays of student knowledge in an introductory E&M course
%J Phys. Rev. ST Phys. Educ. Res.
%V 5
%N 1
%D February 12, 2009
%P 013101
%U http://dx.doi.org/10.1103/PhysRevSTPER.5.013101
%O text/html

EndNote Export Format

%0 Journal Article
%A Sayre, Eleanor
%A Heckler, Andrew F.
%D February 12, 2009
%T Peaks and decays of student knowledge in an introductory E&M course
%J Phys. Rev. ST Phys. Educ. Res.
%V 5
%N 1
%P 013101
%8 February 12, 2009
%U http://dx.doi.org/10.1103/PhysRevSTPER.5.013101


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