login
-
create an account
-
help
AAPT ComPADRE
Events
Collaborate
About
Contact Us
home
»
Detail Page
» Similar Materials
Materials Similar to
Evaluating multiple-choice exams in large introductory physics courses
59%
:
Performance on multiple-choice diagnostics and complementary exam problems
53%
:
The Impact of Course Structure on eText Use in Large-Lecture Introductory-Physics Courses
52%
:
Impact on students' views of experimental physics from a large introductory physics lab course
47%
:
What happens between pre- and post-tests: Multiple measurements of student understanding during an introductory physics course
45%
:
Interactive-Engagement Versus Traditional Methods: A Six-Thousand-Student Survey of Mechanics Test Data for Introductory Physics Courses
45%
:
Force Concept Inventory-based multiple-choice test for investigating students' representational consistency
45%
:
Student-generated content: Using PeerWise to enhance engagement and outcomes in introductory physics courses
45%
:
Test of understanding of vectors: A reliable multiple-choice vector concept test
44%
:
Student Reasoning Regarding Work, Heat, and the First Law of Thermodynamics in an Introductory Physics Course
44%
:
The Effect of Question Order on Responses to Multiple-choice Questions
44%
:
Multiple roles of assessment in upper-division physics course reforms
44%
:
Multiple-choice Assessment for Upper-division Electricity and Magnetism
43%
:
Student Assessment Of Laboratory In Introductory Physics Courses: A Q-sort Approach
43%
:
Examining students' understanding of electrical circuits through multiple-choice testing and interviews
42%
:
Beyond problem solving: Evaluating introductory physics courses through the hidden curriculum
42%
:
Transferring Transformations: Learning Gains, Student Attitudes, and the Impacts of Multiple Instructors in Large Lecture Courses
42%
:
Variation of instructor-student interactions in an introductory interactive physics course
42%
:
Relevance and responsibility: preliminary results from implementation of a cooperative problem solving model in a large introductory physics course
42%
:
Initial impacts of the transformation of a large introductory lab course focused on developing experimental skills and expert epistemology
