Conceptual Survey of Electricity and Magnetism (CSEM)

Developed by David Maloney, Alan van Heuvelen, Curtis Hieggelke, and Thomas O'Kuma

Purpose To assess students’ knowledge about topics in introductory electricity and magnetism.
Format Pre/post, Multiple-choice
Duration 50 min
Focus Electricity / Magnetism Content knowledge (electrostatics, magnetic fields and forces, Faraday's law)
Level Intro college
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Sample questions from the CSEM:

CSEM sample questions

CSEM Implementation and Troubleshooting Guide

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D. Maloney, T. O'Kuma, C. Hieggelke, and A. Van Heuvelen, Surveying students' conceptual knowledge of electricity and magnetism, Am. J. Phys. 69 (S1), S12 (2001).
RESEARCH VALIDATION
Silver Validation
This is the second highest level of research validation, corresponding to at least 5 of the validation categories below.

Research Validation Summary

Based on Research Into:

  • Student thinking

Studied Using:

  • Student interviews
  • Expert review
  • Appropriate statistical analysis

Research Conducted:

  • At multiple institutions
  • By multiple research groups
  • Peer-reviewed publication

The multiple-choice questions on the CSEM were developed using students’ explanations for their responses on both open-ended and multiple-choice versions of the questions, expert review (100+ physics instructors) and analyzing large sets of test data (from over 5000 students at over 30 institutions including two-year and four-year colleges, and universities). Appropriate statistical analyses of difficulty, discrimination and reliability were performed. The CSEM questions have a reasonable range of difficulties and most questions are able to satisfactorily distinguish students who know the material well from those who don’t. The overall reliability of the CSEM is good. A factor analysis was performed, but no strong factors were identified. The CSEM has been used to compare the effectiveness of different teaching methods and the results published in over 15 peer-reviewed publications. It has been administered at many different institutions.

References

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Language Translator(s)  
Spanish Genaro Zavala, Pablo Barniol, and Esmeralda Campos

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Typical Results

Typical results on the CSEM from Maloney et. al 2001 and Pollock 2008

CSEM Typical Results 3

The Maloney et. al 2001 study contains data from a combined group of students from two- year colleges, four-year colleges and universities (since there were no significant differences in scores found by institution. These scores are for unmatched datasets since matched and unmatched data essentially gave the same result (Maloney et. al 2001). Pollock reports on CSEM scores for a calculus-based introductory course taught with interactive engagement teaching techniques (Pollock 2007). These results are for a set of matched data.


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The latest version of the CSEM is version H, originally published in Maloney, O’Kuma, Hieggelke, & Van Heuvelen, 2001. The development of the CSEM began with the development of two separate tests on electricity and magnetism, originally called the Electric Concepts Inventory (ECI) and the Magnetism Concepts Inventory (MCI), which were tested in 1995-97. These tests were later renamed the Conceptual Survey of Electricity (CSE) and the Conceptual Survey for Magnetism (CSM), and combined to form the CSEM. Earlier versions of the CSEM include versions D and G. Version H differs only slightly from Version G, and has the same answer key.

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