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This paper, presented at the 2002 Physics Education Research Conference, describes the process of creating diagnostic assessments to assist teachers in formatively assessing their students. The process begins with the learning targets and ends with the creation of web-delivered sets of questions designed to diagnose students' facets of thinking. Early analysis from our first year of implementation indicates students are reading and thinking about the questions in their assignment. The researchers found that that, for certain topics, students' facets of thinking are highly context dependent.
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