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Peer reviewedHellman, Walter – Physics Teacher, 1989
The grading of high school physics students as a function of conceptual versus nonconceptual performance is investigated. The nonconceptual means a routine substitution in equations or direct recall. Students scoring highest on one type of question are far from distinguished on another type of question. (YP)
Descriptors: Achievement Tests, Concept Formation, Fundamental Concepts, Grading
