Constructing a Multiple-Choice Assessment For Upper-Division Quantum Physics From An Open-Ended Tool

TL;DR

This paper describes the development of a multiple-choice version of an open-ended quantum mechanics assessment tool, aiming to facilitate easier scoring and broader application in evaluating student learning.

Contribution

The paper introduces a systematic process for converting an open-ended quantum mechanics assessment into a validated multiple-choice format, including distractor construction and validation methods.

Findings

Effective distractors were developed through student interviews.

Preliminary implementation showed promising results.

The MC version maintains the assessment's validity.

Abstract

As part of an ongoing investigation of student learning in upper-division quantum mechanics, we needed a high-quality conceptual assessment instrument for comparing outcomes of different curricular approaches. The 14 item open-ended Quantum Mechanics Assessment Tool (QMAT) was previously developed for this purpose. However, open-ended tests require complex scoring rubrics, are difficult to score consistently, and demand substantial investment of faculty time to grade. Here, we present the process of converting open-ended questions to multiple-choice (MC) format. We highlight the construction of effective distractors and the use of student interviews to revise and validate questions and distractors. We examine other elements of the process, including results of a preliminary implementation of the MC assessment given at Cal Poly Pomona and CU Boulder.