In the physics education research community, a common format for evaluation is pre- and post-tests. In this study, we collect student test data many times throughout a course, allowing for the measurement of the changes of student knowledge with a time resolution on the order of a few days. The data cover the first two quarters (mechanics, E&M) of a calculus-based introductory sequence populated primarily by first- and second-year engineering majors. To avoid the possibility of test-retest effects, separate and quasi-random subpopulations of students are evaluated every week of the quarter on a variety of tasks. Unsurprisingly for a traditional introductory course, there is little change on many conceptual questions. However, the data suggest that some student ideas peak and decay rapidly during a quarter, a pattern consistent with memory research yet unmeasurable by pre-/post-testing.


  • Education > General

Education Levels:

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


NSDL,cognitive systems,Education Foundations,testing,Undergraduate (Lower Division),educational aids,Higher Education,Physics Education Research,Assessment,scientific information systems,Graduate/Professional,electrostatics,General Physics,learning (artificial intelligence),Computing and Information,Life Science,introductory students,oai:nsdl.org:2200/20081005193502348T,PERC 2008,Cognition,research and development management,Physics,Cognition Development,engineering education,Instruments,educational courses,General,Engineering,NSDL_SetSpec_439869,Vocational/Professional Development Education,Education,Technology,educational computing,cognitive modeling



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