written by Paula V. Engelhardt
published by the American Association of Physics Teachers
edited by Charles R. Henderson and Kathleen A. Harper

A number of conceptual multiple-choice tests have been developed addressing many different areas of physics.  These tests are typically used to determine what difficulties students have with specific content and to evaluate teaching practices and curriculum.  The purpose of this paper is to provide the reader with a general overview of the key aspects of the development process from the perspective of classical test theory and critical issues that distinguish high-quality conceptual multiple-choice tests from those that are not.

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Published April 11, 2009
Last Modified May 14, 2009

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