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Abstract

The University of Wisconsin-Madison Department of Physics is in the process of revising several of its introductory physics courses to incorporate reform-based teaching methods. In order to evaluate the effects of these changes, the department has been trying out and comparing multiple standardized assessment tools, both conceptual and problem-solving based, to see which is the best fit for the program. These assessments include the Force Concept Inventory, the Mechanics Baseline Test, the Conceptual Survey of Electricity and Magnetism, and the physics Survey Instrument. This presentation will report on the results of these comparisons, including correlations between assessments and course grades, correlations between different assessments, and the reliability of the assessments.

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