Constructing objective tests

Aubrecht, Gordon J.; Aubrecht, Judith D.

doi:10.1119/1.13186

Cited by 35 publications

(74 citation statements)

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“…The reliability coefficient [7]  for the survey is 0.87 which is reasonably good from the standards of test design. The item difficulty of each question (percentage of students who correctly answered each question), shown in Fig.…”

Section: The Survey Resultsmentioning

confidence: 74%

“…The PBD approximately ranged from 0.2 to 0.6 with half of the questions with PBD higher than 0.4 and two items with PBD lower than 0.2. The standards of test design [7] indicate that the QMS questions have reasonably good PBD. The average score for the upper-level undergraduate class that used the concept tests and the QuILTs throughout the semester was 71.8% at the end of the first semester in which all of the relevant concepts were covered and 74.9% at the end of the second semester of QM.…”

Section: The Survey Resultsmentioning

confidence: 99%

“…2 shows the item discrimination which represents the ability of a question to distinguish between the high and low performing students in the overall test. One measure of item discrimination is the point biserial discrimination (PBD) coefficient [7], which is the correlation between "the score on a particular question" for each student and "the total test score minus the score on that question" for each student. The PBD approximately ranged from 0.2 to 0.6 with half of the questions with PBD higher than 0.4 and two items with PBD lower than 0.2.…”

Section: The Survey Resultsmentioning

confidence: 99%

“…We paid particular attention to the issues of reliability and validity [7] while designing the QMS. Reliability refers to the relative degree of consistency between the test scores if an individual repeats the test procedures.…”

Section: Survey Designmentioning

confidence: 99%

“…Research-based conceptual multiple choice surveys are useful tools for evaluating students' understanding of various topics [7]. The multiple choice surveys are easy to administer and grade.…”

Section: Introductionmentioning

confidence: 99%

See 4 more Smart Citations

Surveying Students’ Understanding of Quantum Mechanics

Zhu¹,

Singh²,

Sabella³

et al. 2010

AIP Conference Proceedings

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Abstract. Development of conceptual multiple-choice tests related to a particular physics topic is important for designing research-based learning tools to reduce the difficulties. We explore the difficulties that the advanced undergraduate and graduate students have with non-relativistic quantum mechanics of one particle in one spatial dimension. We developed a research-based conceptual multiple-choice survey that targets these issues to obtain information about the common difficulties and administered it to more than a hundred students from seven different institutions. The issues targeted in the survey include the set of possible wavefunctions, bound and scattering states, quantum measurement, expectation values, the role of the Hamiltonian, time-dependence of wavefunction and timedependence of expectation value. We find that the advanced undergraduate and graduate students have many common difficulties with these concepts and that research-based tutorials and peer-instruction tools can significantly reduce these difficulties. The survey can be administered to assess the effectiveness of various intructional strategies.

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Section: The Survey Resultsmentioning

confidence: 74%

Section: The Survey Resultsmentioning

confidence: 99%

Section: The Survey Resultsmentioning

confidence: 99%

Section: Survey Designmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

See 3 more Smart Citations

Surveying Students’ Understanding of Quantum Mechanics

Zhu¹,

Singh²,

Sabella³

et al. 2010

AIP Conference Proceedings

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Highly Efficient and Durable Piezoelectric Nanogenerator and Photo-power cell Based on CTAB Modified Montmorillonite Incorporated PVDF Film

Biswas

Hoque

Thakur³

et al. 2019

ACS Sustainable Chem. Eng.

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Herein, we have successfully designed two ecofriendly, biocompatible, and cost-effective devices, i.e., a piezoelectric nanogenerator (PENG) and a self-charged photo-power cell (PPC) by developing a multifunctional cetyltrimethylammonium bromide (CTAB) modified montmorillonite (MMT) incorporated poly(vinylidene fluoride) (PVDF) thin film with large electroactive β crystallites and dielectric properties. Incorporation of CTAB modified MMT in PVDF leads to nucleation of piezoelectric β crystallite (F(β)) ∼ 91% as well as the dielectric constant ∼48 at 3 mass % doping of CTAB-MMT. The enrichment of the electroactive β phase crystallization and high dielectric constant pilot to a good piezoelectricity (d 33) ∼ 62.5 pC/N at 50 Hz of the thin film. Our CTAB-MMT/PVDF based PENG (CMPENG) with superior piezoelectricity shows high output power generation with power density ∼ 50.72 mW/cm3 under periodic finger impartation and having the ability to charge a 1 μF capacitor up to 2.4 V within 14 s under gentle finger impartation. CMPENG also have the potential to glow up commercially available 26 blue light-emitting diodes (LEDs) connected in series. The self-charged PPC has been designed with the thin film in association with MnO2-MWNT/PVP/H3PO4. Our PPC is able to generate supercilious output voltage ∼ 1.38 V and short circuit current ∼ 3.7 mA/cm2under light illumination with specific areal capacitance and energy storage efficiency of ∼1501 F/m2 and ∼93%, respectively. The realistic application of our PPC is investigated by lighting 24 blue LEDs for 7 days with the same intensity by charging the device once for 50 s.

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Student understanding of Symmetry and Gauss’s law

Singh

2005

AIP Conference Proceedings

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Abstract. Helping students learn why Gauss' law can or cannot be easily applied to determine the strength of the electric field at various points for a particular charge distribution, and then helping them learn to determine the shape of the Gaussian surfaces if sufficient symmetry exists can develop their reasoning and problem solving skills. We investigate the difficulties that students in calculus-based introductory physics courses have with the concepts of symmetry, electric field and electric flux that are pivotal to Gauss' law of electricity. Determination of the electric field using Gauss' law requires discerning the symmetry of a particular charge distribution and being able to predict the direction of the electric field everywhere if a high symmetry exists. It requires a good grasp of how to add the electric field vectors using the principle of superposition, and the concepts of area vector and electric flux. We administered free response and multiple-choice questions and conducted interviews with individual students using a think-aloud protocol to elucidate the difficulties students have with the concepts of symmetry, electric field and electric flux. Here, we discuss student responses to some questions on a multiple-choice test administered to them. The test can be used as a teaching and assessment tool.

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Constructing objective tests

Cited by 35 publications

References 0 publications

Surveying Students’ Understanding of Quantum Mechanics

Surveying Students’ Understanding of Quantum Mechanics

Highly Efficient and Durable Piezoelectric Nanogenerator and Photo-power cell Based on CTAB Modified Montmorillonite Incorporated PVDF Film

Student understanding of Symmetry and Gauss’s law

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