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Discussions of diagnostic tools that gauge students' conceptual understanding permeate the literature. Many instructors report their class' normalized gain to characterize the change in scores from pre-test to post-test. We describe a new procedure for characterizing these changes. This procedure, which we call the normalized change, c, involves the ratio of the gain to the maximum possible gain or the loss to the maximum possible loss. We also advocate reporting the average of a class' normalized changes and utilizing a particular statistical and graphical approach for comparing average c values.
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