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Session:
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Assessment Issues in Undergraduate Instruction
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Paper Type:
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Contributed
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Title:
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Use of Pre-instruction Tests To Predict Student Course Performance
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Meeting:
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2014 Summer Meeting: Minneapolis, Minnesota |
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Location:
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N/A |
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Date:
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Time:
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9:30AM
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Author:
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David E. Meltzer, Arizona State University
4807275215, david.meltzer@asu.edu
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Co-Author(s):
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None
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Abstract:
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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to both old and new data from Arizona State University, I will examine data from other institutions, both published and unpublished.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.
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Footnotes:
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*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).
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Presentation:
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Meltzer-AAPT 2014 Minneapolis abstract.pdf
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