login - create an account - help

• AAPT ComPADRE
• Events
• Collaborate
• About
• Contact Us

Materials Similar to Designing online learning modules to conduct pre- and post-testing at high frequency

• 45%: What happens between pre- and post-tests: Multiple measurements of student understanding during an introductory physics course
• 38%: Validating the pre/post-test in a MOOC environment
• 37%: Student behavior and test security in online conceptual assessment
• 33%: Using multimedia learning modules in a hybrid-online course in electricity and magnetism
• 31%: Reliability, Compliance and Security of Web-based Pre/Post-testing
• 31%: Performance on In-Class vs. Online Administration of Concept Inventories
• 29%: A Research-Based Approach to Assessing Student Learning Issues in Upper-Division Electricity & Magnetism
• 29%: Gain in learning the force concept and change in attitudes toward Physics in students of the Tonala High School
• 29%: Impact of Argumentation Scaffolds in Contrasting Designs Tasks on Elementary Pre-Service Teachers' Use of Science Ideas in Engineering Design
• 28%: Interpreting Assessments of Student Learning in the Introductory Physics Classroom and Laboratory
• 28%: Development and application of a four-tier test to assess pre-service physics teachers’ misconceptions about geometrical optics
• 27%: A framework for classifying opportunities to learn in Faculty Online Learning Communities: A preview with sample application
• 27%: Online administration of a reasoning inventory in development
• 27%: Testing the test: Item response curves and test quality
• 27%: Learning, retention, and forgetting of Newton’s third law throughout university physics
• 27%: Rubric Design For Separating The Roles Of Open-Ended Assessments
• 27%: Dividing the Force Concept Inventory into two equivalent half-length tests
• 27%: Using Observations of Universal Design for Learning to Enhance Post-secondary STEM Teaching Practices
• 26%: Predicting FCI gain with a nonverbal intelligence test