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Abstract Title: Assessing Student Learning in Middle-Division Classical Mechanics/Math Methods
Abstract: Reliable and validated assessments of introductory physics have been instrumental in driving curricular and pedagogical reforms that lead to improved student learning. As part of an effort to systematically improve our sophomore-level Classical Mechanics and Math Methods course (CM) at CU-Boulder, we are developing a tool to assess student learning of CM concepts in the upper division. The Colorado Classical Mechanics/Math Methods Instrument (CCMI) builds on faculty-consensus learning goals and systematic observations of student difficulties. The result is a nine-question open-ended post-test (with two additional, optional questions) that probes student learning in the first half of a two-semester sequence that combines classical mechanics with mathematical methods. In this paper, we describe the design and development of this instrument, its validation, and measurements made in classes at CU Boulder and elsewhere.
Abstract Type: Contributed Poster Presentation

Author/Organizer Information

Primary Contact: Marcos D. Caballero
University of Colorado Boulder
and Co-Presenter(s)
Steven J. Pollock, University of Colorado Boulder

Contributed Poster

Contributed Poster: Download the Contributed Poster