Conceptual Assessment Tool for Advanced Undergraduate Electrodynamics

TL;DR

This paper introduces the CURrENT, a new conceptual assessment tool for upper-division electrodynamics, designed to evaluate student understanding and inform teaching effectiveness in advanced undergraduate physics courses.

Contribution

It presents the development, validation, and initial data analysis of a novel free-response diagnostic instrument for advanced electrodynamics education.

Findings

Baseline data from 500 students across 9 institutions.

Validated the instrument's reliability and discrimination measures.

Provided insights into student difficulties in electrodynamics.

Abstract

As part of ongoing investigations into student learning in advanced undergraduate courses, we have developed a conceptual assessment tool for upper-division electrodynamics (E&M II): the Colorado UppeR-division ElectrodyNamics Test (CURrENT). This is a free response, post-instruction diagnostic with 6 multi-part questions, an optional 3-question pre-instruction test, and accompanying grading rubrics. The instrument's development was guided by faculty-consensus learning goals and research into common student difficulties. It can be used to gauge the effectiveness of transformed pedagogy, and to gain insights into student thinking in the covered topic areas. We present baseline data representing 500 students across 9 institutions, along with validity, reliability and discrimination measures of the instrument and scoring rubric.