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Abstract Title: Visualizing patterns in CSEM responses to assess student conceptual understanding
Abstract: The Conceptual Survey of Electricity and Magnetism (CSEM) has been utilized to measure learning gains in electricity and magnetism physics courses, where students' overall scores on the CSEM are typically used for analysis. However, such comparisons do not identify particular content or concepts that are learned or misunderstood by students from the course. To address this issue, we have generated network-like graphs for each question, where responses at pretest and posttest are represented by nodes connected with edges to display how student answers changed before and after instruction.  We will present preliminary data from CSEM responses from over 1600 students across 10 semesters of both traditional and active learning classrooms.  We visualize and quantify response patterns from classes to better diagnose student reasoning and potential misconceptions which may be prevalent even after instruction.  Unique quantitative methods can also be used to compare class performance on individual questions.
Abstract Type: Contributed Poster Presentation
Session Time: Poster Session I
Poster Number: A90
Contributed Paper Record: Contributed Paper Information
Contributed Paper Download: Download Contributed Paper

Author/Organizer Information

Primary Contact: Ryan Tapping
Cornell University
142 Sciences Dr
Clark Hall, Room BE07
Ithaca, NY 14853
Phone: 2177226186
and Co-Presenter(s)
G. Peter Lepage, Cornell University
Tomás Arias, Cornell University
N. Holmes, Cornell University

Contributed Poster

Contributed Poster: Download the Contributed Poster