AAPT Abstract Archive

Abstract Information

  Session: Assessment Issues in Undergraduate Instruction
  Paper Type: Contributed
  Title: Use of Pre-instruction Tests To Predict Student Course Performance
  Meeting: 2014 Summer Meeting: Minneapolis, Minnesota
  Location: N/A
  Time: 9:30AM
  Author: David E. Meltzer, Arizona State University
4807275215, david.meltzer@asu.edu
  Co-Author(s): None
  Abstract: I will review research related to use of pre-instruction diagnostic tests such as the Force Concept Inventory as predictors of student course performance in introductory physics. In addition to both old and new data from Arizona State University, I will examine data from other institutions, both published and unpublished. I will explore both potential benefits and limitations of using pre-instruction data as prognostic measures of student performance. In particular, I will address the potential influence of instructional method on the predictive value of diagnostic tests, such as whether research-based active-learning instruction [1] might or might not significantly alter the observed pre-post correlation.
  Footnotes: *Supported in part by NSF DUE #1256333 1. D. E. Meltzer and R. K. Thornton, "Resource Letter ALIP-1: Active-Learning Instruction in Physics," Am. J. Phys. 80, 478 (2012).
  Presentation: Meltzer-AAPT 2014 Minneapolis abstract.pdf

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