Development Of An Electromagnetics Course Concept Inventory

Abstract

in 1984 where he is currently a Senior Lecturer. He is a member of the Department's Radio Systems Group and his (disciplinary) research interests lie in the areas of radio systems, electromagnetics and bioelectromagnetics. Over the last 20 years he has taught at all levels and has developed a particular interest in curriculum and course design. He has received numerous teaching awards from his institution. In 2004 he was awarded a (National) Tertiary Teaching Excellence Award in the Sustained Excellence in Teaching category and in 2005 he received the Australasian Association for Engineering Education award for excellence in Engineering Education in the Teaching and Learning category. Dr Rowe is a member of the IET, the IEEE, the Institution of Professional Engineers of New Zealand (IPENZ), ASEE, STLHE and AaeE.

Differentiated Assessments for Advanced Courses that Reveal Issues with Prerequisite Skills

“…In the educational assessment field, assessments that support very specific inferences about different parts of a learner's knowledge have been called diagnostic assessments [41]. Concept inventory (CI) tests are assessments with validity arguments for assessing the overall understanding of a student for a particular set of concepts [1,70,87]. They are characterized by being criterion-referenced (rather than normreferenced), and are often presented in the form of multiple-choice tests, including "distractors" that cover frequent misconceptions.…”

Administering a Digital Logic Concept Inventory at Multiple Institutions

“…The process for developing a CI is often described as a three to five step process 19,20 . We present our CI development model (see Figure 1) which synthesizes these other development models.…”

“…every concept multiple times 20 . After writing this initial CI, the CI should be refined and validated through two feedback cycles: the student feedback cycle and the expert feedback cycle.…”

“…If instructors can accurately assess their students' conceptual knowledge, they can target instructional interventions to remedy common problems. To properly assess conceptual learning, many engineering disciplines have developed concept inventories (CIs) 1,2,7,15,16,[19][20][21][22] . CIs are multiplechoice assessment tools that evaluate how well a student's conceptual framework matches the accepted conceptual framework of a discipline or common faulty conceptual frameworks.…”

“…To better explain the purpose of the DLCI, we first define what a CI is and what it is not.  A CI is a short, multiple-choice test that can classify a student as someone who thinks in accordance with accepted conceptions in a discipline or in accordance with common misconceptions 20 .  A CI is a standard test.…”