| dc.creator |
Eleanor C. Sayre |
|
| dc.creator |
Andrew F. Heckler |
|
| dc.date |
2009-02-01T00:00:00Z |
|
| dc.date.accessioned |
2015-08-12T11:20:12Z |
|
| dc.date.available |
2015-08-12T11:20:12Z |
|
| dc.identifier |
1554-9178 |
|
| dc.identifier |
https://doaj.org/article/94ecd76d79804ff1a89bcee4b526f9e0 |
|
| dc.identifier.uri |
http://evidence.thinkportal.org/handle/123456789/28094 |
|
| dc.description |
A common format for assessment of learning is pretesting and post-testing. In this study, we collect student test data several times per week throughout a course, allowing for the measurement of the changes in student knowledge with a time resolution on the order of a few days. To avoid the possibility of test-retest effects, separate and quasirandom subpopulations of students are tested on a variety of tasks. We report on data taken in a calculus-based introductory E&M class populated primarily by engineering majors. Unsurprisingly for a traditional introductory course, there is little change in many conceptual questions. However, the data suggest that some student performance peaks and decays rapidly during a quarter, a pattern consistent with memory research yet unmeasurable by pretesting and post-testing. In addition, it appears that some course topics can interfere with prior knowledge, decreasing performance on questions related to earlier topics in the course. |
|
| dc.language |
English |
|
| dc.publisher |
American Physical Society, APS |
|
| dc.relation |
http://link.aps.org/doi/10.1103/PhysRevSTPER.5.013101 |
|
| dc.relation |
https://doaj.org/toc/1554-9178 |
|
| dc.source |
Physical Review Special Topics. Physics Education Research, Vol 5, Iss 1 (2009) |
|
| dc.subject |
Education (General) |
|
| dc.subject |
L7-991 |
|
| dc.subject |
Education |
|
| dc.subject |
L |
|
| dc.subject |
DOAJ:Education |
|
| dc.subject |
DOAJ:Social Sciences |
|
| dc.subject |
Education (General) |
|
| dc.subject |
L7-991 |
|
| dc.subject |
Education |
|
| dc.subject |
L |
|
| dc.subject |
DOAJ:Education |
|
| dc.subject |
DOAJ:Social Sciences |
|
| dc.subject |
Education (General) |
|
| dc.subject |
L7-991 |
|
| dc.subject |
Education |
|
| dc.subject |
L |
|
| dc.subject |
Education (General) |
|
| dc.subject |
L7-991 |
|
| dc.subject |
Education |
|
| dc.subject |
L |
|
| dc.subject |
Education (General) |
|
| dc.subject |
L7-991 |
|
| dc.subject |
Education |
|
| dc.subject |
L |
|
| dc.title |
Peaks and decays of student knowledge in an introductory E&M course |
|
| dc.type |
article |
|