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Physical Review Special Topics - Physics Education Research

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written by Lin Ding, Neville W. Reay, Albert Lee, and Lei Bao
Pre-testing and post-testing is a commonly used method in Physics Education Research to assess student learning gains. It is well recognized in the community that timings and incentives in delivering conceptual tests can impact test results. However, it is difficult to control these variables across different studies. As a common practice, a pre-test is often administered either at or near the beginning of a course, while a post-test can be given either at or near the end of a course. Also, in conducting such tests there often is no norm as to whether incentives should be offered to students. Because these variations can significantly affect test results, it is important to study and document their impact. We analyzed five years of data that were collected at The Ohio State University from over 2100 students, who took both the pre-test and post-test of the Conceptual Survey of Electricity and Magnetism under various timings and incentives. We observed that the actual time frame for giving a test has a marked effect on the test results and that incentive granting also has a significant influence on test outcomes. These results suggest that one should carefully monitor and document the conditions under which tests are administered.
Subjects Levels Resource Types
Education Foundations
- Assessment
General Physics
- Physics Education Research
- Lower Undergraduate
- Graduate/Professional
- Reference Material
= Research study
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© 2008 The American Physical Society
DOI:
10.1103/PhysRevSTPER.4.010112
ISSN Number:
1554-9178
NSF Number:
0618128
PACSs:
01.40.Fk
01.40.gf
Keywords:
CSEM, E&M, electricity and magnetism, incentives, test time
Record Creator:
Metadata instance created July 4, 2008 by Lyle Barbato
Record Updated:
July 14, 2013 by Lyle Barbato
Last Update
when Cataloged:
June 9, 2008
Other Collections:

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Record Link
AIP Format
L. Ding, N. Reay, A. Lee, and L. Bao, , Phys. Rev. ST Phys. Educ. Res. 4 (1), 010112 (2008), WWW Document, (https://doi.org/10.1103/PhysRevSTPER.4.010112).
AJP/PRST-PER
L. Ding, N. Reay, A. Lee, and L. Bao, Effects of testing conditions on conceptual survey results, Phys. Rev. ST Phys. Educ. Res. 4 (1), 010112 (2008), <https://doi.org/10.1103/PhysRevSTPER.4.010112>.
APA Format
Ding, L., Reay, N., Lee, A., & Bao, L. (2008, June 9). Effects of testing conditions on conceptual survey results. Phys. Rev. ST Phys. Educ. Res., 4(1), 010112. Retrieved February 22, 2024, from https://doi.org/10.1103/PhysRevSTPER.4.010112
Chicago Format
Ding, L, N. Reay, A. Lee, and L. Bao. "Effects of testing conditions on conceptual survey results." Phys. Rev. ST Phys. Educ. Res. 4, no. 1, (June 9, 2008): 010112, https://doi.org/10.1103/PhysRevSTPER.4.010112 (accessed 22 February 2024).
MLA Format
Ding, Lin, Neville Reay, Albert Lee, and Lei Bao. "Effects of testing conditions on conceptual survey results." Phys. Rev. ST Phys. Educ. Res. 4.1 (2008): 010112. 22 Feb. 2024 <https://doi.org/10.1103/PhysRevSTPER.4.010112>.
BibTeX Export Format
@article{ Author = "Lin Ding and Neville Reay and Albert Lee and Lei Bao", Title = {Effects of testing conditions on conceptual survey results}, Journal = {Phys. Rev. ST Phys. Educ. Res.}, Volume = {4}, Number = {1}, Pages = {010112}, Month = {June}, Year = {2008} }
Refer Export Format

%A Lin Ding %A Neville Reay %A Albert Lee %A Lei Bao %T Effects of testing conditions on conceptual survey results %J Phys. Rev. ST Phys. Educ. Res. %V 4 %N 1 %D June 9, 2008 %P 010112 %U https://doi.org/10.1103/PhysRevSTPER.4.010112 %O application/pdf

EndNote Export Format

%0 Journal Article %A Ding, Lin %A Reay, Neville %A Lee, Albert %A Bao, Lei %D June 9, 2008 %T Effects of testing conditions on conceptual survey results %J Phys. Rev. ST Phys. Educ. Res. %V 4 %N 1 %P 010112 %8 June 9, 2008 %@ 1554-9178 %U https://doi.org/10.1103/PhysRevSTPER.4.010112


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