written by Peter Tianyi Hu, Yangqiuting Li, and Chandralekha Singh

Research-validated multiple-choice questions comprise an easy-to-implement instructional tool for scaffolding student learning and providing formative assessment of students' knowledge. We present findings from the implementation of a research-validated multiple-choice question sequence on concepts relating to and various methods of changing basis for two-state systems. This study was conducted in an advanced undergraduate quantum mechanics course, in both online and in-person learning environments, across three years. Student learning was assessed after traditional lecture-based instruction in relevant concepts, and their performance was compared with that on a similar assessment given after engaging with the multiple-choice question sequence. We analyze, compare, and discuss the trends observed in the three implementations.

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Last Modified September 20, 2023

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