Assessing Student Learning in Middle-Division Classical Mechanics/Math Methods

TL;DR

This paper introduces the development and validation of the Colorado Classical Mechanics/Math Methods Instrument (CCMI), a tool designed to assess upper-division student understanding in classical mechanics and math methods courses.

Contribution

It presents a systematic approach to creating and validating an assessment tool based on faculty consensus and student difficulties for upper-division physics courses.

Findings

The CCMI is a validated 9-question open-ended post-test.

Classroom measurements show its effectiveness in assessing student learning.

The instrument aligns with faculty learning goals and student difficulties.

Abstract

Reliable and validated assessments of introductory physics have been instrumental in driving curricular and pedagogical reforms that lead to improved student learning. As part of an effort to systematically improve our sophomore-level Classical Mechanics and Math Methods course (CM 1) at CU Boulder, we are developing a tool to assess student learning of CM 1 concepts in the upper-division. The Colorado Classical Mechanics/Math Methods Instrument (CCMI) builds on faculty-consensus learning goals and systematic observations of student difficulties. The result is a 9-question open-ended post-test that probes student learning in the first half of a two-semester classical mechanics / math methods sequence. In this paper, we describe the design and development of this instrument, its validation, and measurements made in classes at CU Boulder.