concept inventories Recommendations

7 Recommendations are tagged with "concept inventories"

Best Practices for Administering Concept Inventories

May 28, 2019 by Adrian Madsen, Sam McKagan, Ellie Sayre; PhysPort director, assistant director, and research director

There are a plethora of concept inventories in physics available for faculty to use. These multiple-choice research-based tests about physics concepts are valuable because they allow for standardized comparisons among institutions, instructors, or over time. In order for these comparisons to be meaningful, you should use best practices for administering and interpreting the tests.

assessment,  concept inventories,  best practices


Addressing common concerns about concept inventories

July 8, 2016 by Adrian Madsen, Sam McKagan and Eleanor Sayre

Concept inventories are useful for assessing the effectiveness of your teaching, but as you use them, concerns and questions often come up. Here we discuss some common concerns about using concept inventories and related research that addresses these concerns.

assessment,  concept inventories


Normalized gain: What is it and when and how should I use it?

March 18, 2016 by Sam McKagan, Eleanor Sayre, and Adrian Madsen

Introduction to normalized gain:
The normalized gain, introduced by Hake in 1998 "as a rough measure of the effectiveness of a course in promoting conceptual understanding," has become the standard measure for reporting scores on research-based concept inventories. Hake defined the average normalized gain as:
<g> = (<Post> - <Pre>)/(100 - <Pre>)

assessment,  concept inventories,  normalized gain,  best practices


Effect size: What is it and when and how should I use it?

March 18, 2016 by Adrian Madsen, Eleanor Sayre, and Sam McKagan

When making changes in the way we teach our physics classes, we often want to measure the impact of these changes on our students' learning. Often we do this by administering a research-based assessment at the beginning and end of the class and calculating the change between pre and post. There are several different measures that can be used to tell you, in one number, how to compare learning...

assessment,  concept inventories,  effect size,  best practices


Administering research-based assessments online

February 10, 2016 by Adrian Madsen & Sam McKagan, PhysPort Assistant Director & Director

Concept inventories such as the Force Concept Inventory (FCI) have had a major impact on physics education reform: The FCI, a test of basic concepts of forces and acceleration, has been given to thousands of students throughout the country and the results show that PER-based teaching methods lead to dramatic improvements in students’ conceptual understanding of mechanics. These…

assessment,  concept inventories,  best practices,  online tools


How can I get my students’ answers to concept inventories into electronic spreadsheets?

February 10, 2016 by Sam McKagan, PhysPort Director

If you are using multiple-choice concept inventories such as the FCI, BEMA, or CLASS to assess your students’ learning, the PhysPort Data Explorer can help you get instant analysis and visualization of your results. In order to use the Data Explorer, you’ll need to have your students’ responses in some kind of electronic spreadsheet, such as an Excel or .csv file.…

assessment,  concept inventories


How do I get my students to take concept inventories seriously?

January 12, 2016 by Adrian Madsen, PhysPort Assistant Director

Concept inventories are useful for assessing the effectiveness of your teaching, but only if your students take them seriously. You may be worried about how seriously your students are taking them. Here is what we know about students taking concept inventories seriously and some ideas for how you can encourage your students to do their best on these kinds of tests.
How seriously do…

assessment,  concept inventories