Developed by Darren L. Broder, Michele W. McColgan, and Rose A. Finn
|Purpose||To assess basic concepts in introductory E&M courses, using terms that are familiar to students on the pre-test and without overly difficult questions that might discourage students from pursuing physics.|
|Focus||Electricity / Magnetism Content knowledge (electrostatics, electric fields and force, circuits, magnetism, induction)|
Sample questions from the EMCA:
This is the third highest level of research validation, corresponding to at least 3 of the validation categories below.
Research Validation Summary
Based on Research Into:
- Student thinking
- Student interviews
- Expert review
- Appropriate statistical analysis
- At multiple institutions
- By multiple research groups
- Peer-reviewed publication
The multiple-choice questions on the EMCA were developed by a group of five faculty members based on their experience teaching the relevant topics. The EMCA was given to over 200 algebra-based and calculus-based second-semester introductory physics students, and appropriate statistical analyses of reliability, difficulty and discrimination were conducted. Reasonable values were found. Scores for men and women were similar.
- M. McColgan, R. Finn, D. Broder, and G. Hassel, Assessing students’ conceptual knowledge of electricity and magnetism, Phys. Rev. Phys. Educ. Res. 13 (020121), (2017).
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|Indonesian||Riska Meikana Br Ginting, Syuhendri, and Nely Andriani|
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EMCA scores for algebra-based and calculus-based second semester introductory physics courses at a small liberal arts college. Hake score is the normalized gain.
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The latest version of the EMCA, released in 2015, is version 1.