We present results demonstrating similar distributions of student scores, and statistically indistinguishable gains on two popular research-based assessment tools: the Brief Electricity and Magnetism Assessment (BEMA) and the Conceptual Survey of Electricity and Magnetism(CSEM). To deepen our understanding of student learning in our course environment and of these assessment tools as measures of student learning, we identify systematic trends and differences in results from these two instruments. We investigate correlations of both pre- and post- conceptual scores with other measures including traditional exam scores and course grades, student background (earlier grades), gender, a pretest of scientific reasoning, and tests of attitudes and beliefs about science and learning science. Overall, for practical purposes, we find the BEMA and CSEM are roughly equivalently useful instruments for measuring student learning in our course.


  • Education > General

Education Levels:

  • Grade 1
  • Grade 6
  • Grade 8
  • Grade 9


NSDL,Gender Issues,Education Foundations,Undergraduate (Lower Division),educational aids,Higher Education,problem solving,General,Assessment,scientific information systems,Graduate/Professional,Societal Issues,Conceptual Assessment,learning (artificial intelligence),Social Sciences,Curriculum Development,PERC 2008,BEMA,course transformation,research and development management,oai:nsdl.org:2200/20090204193722414T,Computing and Information,engineering education,course assessment,CSEM,Instruments,educational courses,Education Practices,Course,Engineering,NSDL_SetSpec_439869,Education,Technology,educational computing



Access Privileges:

Public - Available to anyone

License Deed:

Creative Commons Attribution Non-Commercial Share Alike


This resource has not yet been aligned.
Curriki Rating
'NR' - This resource has not been rated
'NR' - This resource has not been rated

This resource has not yet been reviewed.

Not Rated Yet.

Non-profit Tax ID # 203478467