June 24, 2017
June 24, 2017
June 28, 2017
Engineering Physics & Physics
Over twenty years ago the second-semester general physics laboratory courses at the University of XX adopted an active-learning curriculum based on the work of McDermott’s group at the University of Washington. Aspects of this research based curriculum have been adopted at a number of institutions.
For about 15 years we have used the Determining and Interpreting Resistive Electric Circuit Concepts Test (DIRECT) as a standardized summative assessment tool. This tool assesses students’ understanding of various concepts related to dc electric circuits. We have individual results for female and male students’ in both algebra-based and calculus-based lecture course sequences. The assessment is given at the end of the second-semester general physics laboratory courses.
We will present the results of the ongoing assessment and compare responses of female and male students. In addition, we will present some item response curves. Item response curves are one type of psychometric indicator of the validity of a question.
 P.V. Engelhardt and R. Beichner, “Students’ understanding of direct current resistive electrical circuits,” Am. J. Phys. 72 (1) 98-115 (2004).  G.A. Morris et.al., “Testing the test: Item response curves and test quality,” Am. J. Phys. 74 (5) 449-453 (2006).
Ross, R. A., & Venugopal, E. P., & Murray, M. N., & Hillebrand, G. P., & Gonderinger, M. (2017, June), Gender Effects in a General Physics Laboratory Assessment Paper presented at 2017 ASEE Annual Conference & Exposition, Columbus, Ohio. 10.18260/1-2--28400
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