Salt Lake City, Utah
June 23, 2018
June 23, 2018
July 27, 2018
Educational Research and Methods
A concept inventory is an instrument that helps identify concepts that students do not understand and identify which misconceptions are the most common. Since the development of the first concept inventory (the Force Concept Inventory in Physics education), a number of other instruments have been created in a variety of engineering subjects. For example, there are currently Concept Inventories in thermodynamics, heat transfer, and statics. The use of Concept Inventories has spurred educational reform in a wide range of settings and Concept Inventories have also been used in course development to identify potential topics for inclusion and to aid in assessment of course outcomes.
At the start of this project, there was no nationally normed and validated instrument for engineering graphics so a group of graphics professionals set out to create one with support from the National Science Foundation. The engineering graphics CI is currently on its gamma (third) version of the “final” document, over five years from when we began work on it. Since Concept Inventories have existed in engineering education research for more than 20 years, there are many publications describing the methods used in creating the instruments. For this project, we followed a previously established procedure called the “Assessment Triangle.” This paper will discuss the many valuable lessons learned along the way in the creation of the graphics Concept Inventory and will also describe pitfalls to avoid for anyone wishing to develop a Concept Inventory in the future.
Study, N. E., & Nozaki, S., & Sorby, S. A., & Sadowski, M. A., & Steinhauer, H. M., & Miller, R. L., & Nabutola, K. (2018, June), Creating a Concept Inventory - Lessons Learned Paper presented at 2018 ASEE Annual Conference & Exposition , Salt Lake City, Utah. https://peer.asee.org/30231
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