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PERC 2012 Abstract Detail Page

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Abstract Title: Expanding access to assessing conceptual understanding:, a virtual community supporting conceptual learning
Abstract: Transforming learning environments for science, technology, engineering, and mathematics (STEM) students requires merging of theories of learning and state-of-the-art assessment tools that allow faculty to identify patterns of conceptual understanding and misconceptions. Conventional measurement/evaluation approaches typically do not help faculty discover the extent to which students have actually acquired conceptual fluency within a particular subject. To this end, STEM disciplines are increasingly using Concept Inventory (CI) assessment to measure the value-added to student learning through new methods of teaching important material.

The paper describes the creation of a virtual community referred to as, which is a cohesive, borderless community of CI developers, researchers, faculty and students. This national/international collaborative effort was created to support both: a) continued development, refinement, analysis, and application of multiple CI instruments; and b) engagement of the engineering STEM education community in productive conversations about assessing and improving conceptual understanding.
Abstract Type: Symposium Poster
Targeted Session: Innovations and Issues with Conceptual Assessments

Author/Organizer Information

Primary Contact: P.K. Imbrie
School of Engineering Education, College of Engineering, Purdue University
and Co-Presenter(s)
Teri Reed-Rhoads, School of Engineering Education, College of Engineering, Purdue University