In tertiary mathematics courses, students often have difficulties acquiring an understanding of the mathematical concepts covered. One approach to address this problem is to implement so-called Concept-Tests. These are multiple-choice questions whose distractors represent common problems and misconceptions related to the concepts. While there…

Most biology undergraduates learn about mutations in multiple classrooms throughout their college career. Understanding personalised genome test results, genome editing controversies, and the appearance of new variants of viruses or antibiotic resistant bacteria all require foundational knowledge about mutations. However, the abstract nature of…

This study presents the development and validation of a novel multiple-choice test designed to assess university students' conceptual understanding of electric field, force, and flux. The test of understanding of electric field, force, and flux was constructed based on the results of previous studies using a phenomenographic approach to classify…

In this paper, we described the development of the High School Wave Optics Test (HSWOT). Firstly, 56 conceptual, multiple-choice items with a single correct answer and three distractors were created. Next, we conducted an initial review of the items which resulted in reducing the item pool to 44 highest quality items. Validity evidence and…

Research-based multiple-choice questions implemented in class with peer instruction have been shown to be an effective tool for improving students' engagement and learning outcomes. Moreover, multiple-choice questions that are carefully sequenced to build on each other can be particularly helpful for students to develop a systematic understanding…

This paper describes an experience based on the use of an active method in which students of a basic physics course prepare multiple choice questions (MCQs) to prepare for exams in the subject. The objective of the research was to provide the students with a method that would enhance their desire to learn physics, and consequently lead to an…

The increasing interest in computer science (CS) and CS-integrated STEM teaching and learning has created a need for assessment instruments that can be used to evaluate the efficacy of innovative instructional approaches to K-12 CS education. However, there is a lack of validated assessment tools aligned to core CS concepts for younger students.…

This study investigated Turkish middle school students' proportional reasoning and provided a diagnostic assessment of their strengths and weaknesses on the ratio and proportion concepts. A proportional reasoning test with 22 multiple-choice items was developed from the context of the loglinear cognitive diagnosis model. The test was developed…

We present the design, statistical analysis, and validation of a questionnaire to assess students' knowledge about basic aspects of quantum mechanics (QM). The QM evaluation (QME) is a true-false and multiple-choice mixed questionnaire that features 10 two-tier items spanning three relevant themes in quantum mechanics: wave behavior of matter,…

Energy is a critically important topic in the K-12 science curriculum, with many applications in the earth, physical, and life sciences and in engineering and technology. To meet the challenges associated with teaching energy, new tools and assessment instruments are needed. In this work we describe the development of a three-tier assessment…

Background: Valid assessment of the understanding of Newton's mechanics is highly relevant to both physics classrooms and research. Several tests have been developed. What remains missing, however, is an efficient and fair test of conceptual understanding that is adapted to the content taught to secondary school students and that can be validly…

We introduce the Newtonian Gravity Concept Inventory (NGCI), a 26-item multiple-choice instrument to assess introductory general education college astronomy ("Astro 101") student understanding of Newtonian gravity. This paper describes the development of the NGCI through four phases: Planning, Construction, Quantitative Analysis, and…

Professors who teach introductory astronomy to students not majoring in science desire them to comprehend the concepts and theories that form the basis of the science. They are usually less concerned about the myriad of detailed facts and information that accompanies the science. As such, professors prefer to test the students for such…

As part of an ongoing investigation of students' learning in first semester upper-division quantum mechanics, we needed a high-quality conceptual assessment instrument for comparing outcomes of different curricular approaches. The process of developing such a tool started with converting a preliminary version of a 14-item open-ended quantum…

Here I present my work identifying and addressing student difficulties with several materials science and physics topics. In the first part of this thesis, I present my work identifying student difficulties and misconceptions about the directional relationships between net force, velocity, and acceleration in one dimension. This is accomplished…