login - create an account - help

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

Materials Similar to A Research-Based Approach to Assessing Student Learning Issues in Upper-Division Electricity & Magnetism

• 56%: But Does It Last? Sustaining a Research-Based Curriculum in Upper-Division Electricity & Magnetism
• 50%: Multiple-choice Assessment for Upper-division Electricity and Magnetism
• 48%: Comparing Student Learning with Multiple Research-Based Conceptual Surveys: CSEM and BEMA
• 47%: Assessing students’ conceptual knowledge of electricity and magnetism
• 44%: Multiple roles of assessment in upper-division physics course reforms
• 42%: Assessing Student Learning in Middle-Division Classical Mechanics/Math Methods
• 42%: Resource Letter RBAI-1: Research-Based Assessment Instruments in Physics and Astronomy
• 41%: Research-Based Course Materials and Assessments for Upper-Division Electrodynamics (E&M II)
• 41%: Resource Letter RBAI-2: Research-based assessment instruments: Beyond physics topics
• 41%: Comparing students' performance on research-based conceptual assessments and traditional classroom assessments
• 40%: Transforming Upper-Division Quantum Mechanics: Learning Goals and Assessment
• 39%: Assessing Student Learning and Improving Instruction with Transition Matrices
• 38%: Student Learning In Upper-Level Thermal Physics: Comparisons And Contrasts With Students In Introductory Courses
• 38%: Multiple-Response Assessment for Upper-division Electrodynamics
• 38%: Longitudinal study of student conceptual understanding in electricity and magnetism
• 38%: Applying Rasch theory to evaluate the construct validity of brief electricity and magnetism assessment
• 37%: Conceptual Survey of Electricity and Magnetism: Analysis of the items and recommendations for improvement
• 36%: A summary of research-based assessment of students' beliefs about the nature of experimental physics
• 36%: Assessment feedback: A tool to promote scientific practices in upper-division