Are They All Created Equal? A Comparison of Different Concept Inventory Development Methodologies

Lindell, Rebecca; Peak, Elizabeth; Foster, Thomas M.

doi:10.1063/1.2508680

Cited by 58 publications

(53 citation statements)

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“…These steps match those listed by others [25,26] as the standard steps in instrument design, particularly the key importance of the identification of expert-thinking strategies and of student interviews in iterative test development and validation [25]. In the course of development, a total of five iterated versions of the test have been administered over time to various courses.…”

Section: Creation and Refinement Of Questionsmentioning

confidence: 98%

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Colorado Upper-Division Electrostatics diagnostic: A conceptual assessment for the junior level

Chasteen

Pepper

Caballero

et al. 2012

Phys. Rev. ST Phys. Educ. Res.

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As part of an effort to systematically improve our junior-level E&M I course, we have developed a tool to assess student conceptual learning of electrostatics at the upper division. Together with a group of physics faculty, we established a list of learning goals for the course that, with results from student observations and interviews, served as a guide in creating the Colorado Upper-Division Electrostatics (CUE) assessment. The result is a 17-question open-ended post-test diagnostic (with an optional 7-question pretest) and an accompanying grading rubric. We present measures of the validation and reliability of the instrument and grading rubric, plus results from 535 students in both standard and interactive-engagement courses across seven institutions as a baseline for the instrument. Overall, we find that the CUE is a valid and reliable measure, and the data herein are intended to be of use to researchers and faculty interested in using the CUE to measure student learning.

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Section: Creation and Refinement Of Questionsmentioning

confidence: 98%

“…In fact, the CUE does not even match some definitions of ''concept inventory'' [26] because it is not multiple choice. Thus, we have also demonstrated more broadly that validity and reliability can be achieved-with some effort-with a non-multiple-choice inventory.…”

Section: Discussionmentioning

confidence: 99%

Colorado Upper-Division Electrostatics diagnostic: A conceptual assessment for the junior level

Chasteen

Pepper

Caballero

et al. 2012

Phys. Rev. ST Phys. Educ. Res.

View full text Add to dashboard Cite

show abstract

“…Previous research [3] shows that developers use different methodologies and have different definitions of a concept inventory. While this variety may not be problematic, it may affect the information that can be validly gained from a particular instrument.…”

Section: Introductionmentioning

confidence: 99%

Preliminary results for the development and deployment of Conceptual Learning Assessment Instruments Methodology Survey (CLAIMS)

Henning¹,

Douglas²,

Lindell³

2015

2015 Physics Education Research Conference Proceedings

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Abstract. Following the creation of the Force Concept Inventory (FCI), many STEM discipline-based education researchers developed their own version of concept inventories. To incorporate all types of concept inventories created, we introduce the terminology of Conceptual Learning Assessment Instruments (CLAIs). Previous research shows much variation between what is considered a CLAI and the type of evidence used to support the inferences made from the results of CLAIs. As part of our study, we began by creating the Conceptual Learning Assessment Inventory Methodology Survey (CLAIMS). The CLAIMS was sent to developers of over 100 CLAIs identified via a systematic/ structured literature review. This paper discusses the research behind the CLAIMS as well as the preliminary results for the different CLAIs specifically differences in the field-testing of the CLAIs.

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“…Concept inventories (CI) have been defined as, "Multiple choice instruments designed to evaluate whether a person has an accurate and working knowledge of a concept or concepts" [7] . For the purposes of this project, this is the best suited definition because, unlike other definitions of CIs, it states "person" rather than "student."…”

Section: Introductionmentioning

confidence: 99%

Practicing Civil Engineers’ Understanding of Statics Concept Inventory Questions

Urlacher¹,

Brown²,

Steif³

et al.

2015 ASEE Annual Conference and Exposition Proceedings

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Background: Engineering concept inventories have been broadly used to assess student conceptual knowledge and evaluate the effectiveness of educational innovations. Concept inventory questions were developed to isolate concepts and typically include common misconceptions as possible incorrect answers. Situated cognition theory suggests that knowledge is an interaction between the individual and the context and that isolated concepts may be of limited value in solving engineering design problems. We began to test this proposition by administering the statics concept inventory to practicing civil engineers.

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Are They All Created Equal? A Comparison of Different Concept Inventory Development Methodologies

Cited by 58 publications

References 0 publications

Colorado Upper-Division Electrostatics diagnostic: A conceptual assessment for the junior level

Colorado Upper-Division Electrostatics diagnostic: A conceptual assessment for the junior level

Preliminary results for the development and deployment of Conceptual Learning Assessment Instruments Methodology Survey (CLAIMS)

Practicing Civil Engineers’ Understanding of Statics Concept Inventory Questions

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