Assessing Learning Outcomes in Middle-Division Classical Mechanics: The Colorado Classical Mechanics/Math Methods Instrument

TL;DR

This paper introduces the Colorado Classical Mechanics/Math Methods Instrument, a validated assessment tool designed to measure upper-division students' understanding of classical mechanics concepts, aiding curricular improvements.

Contribution

The paper presents the development, validation, and application of a new assessment instrument for upper-division classical mechanics courses, based on faculty consensus and student difficulties.

Findings

Validated 9-question open-ended post-test

Effective in measuring student learning in classical mechanics

Applied in multiple institutions

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 have developed 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 and elsewhere.