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Abstract Title: A Multi-faceted Approach to Measuring Student Understanding
Abstract: Data from the FMCE support findings that students' understanding of graphs impacts their abilities to express their understanding of the relationships between and among forces and various quantities of motion. We approach the current study with an assumption that measurements of student understanding of a particular topic depend not only on the student but also on the instrument used to make the measurement. Multiple measurements are needed to build a more complete picture of what the student actually "knows." We compare individual student responses to 12 specific questions on the FMCE from three question clusters. Each cluster provides students with four identical descriptions of object velocities. In one cluster students choose a description of an accompanying force, in the others students choose a graph of force or acceleration vs. time. We use Cohen's w to report the correlation between the clusters and consistency plots to show the impact of instruction.
Abstract Type: Symposium Poster
Parallel Session: Expanding Research Questions by Expanding Quantitative Methodologies

Author/Organizer Information

Primary Contact: Trevor I. Smith
Rowan University
and Co-Presenter(s)
Ian T. Griffin and Nicholas J. Wright

Invited Presentation

Invited Presentation: Download the Invited Presentation