Standard

Diagnostic testing of subject content: a case study in academic instructional practice. / Carette, Eddy; Jacquet, Wolfgang; De Greve, Jean; Sonck, Gert.

Proceedings of the 29th Annual EAIR Forum: In search of Identity: Dilemmas in Higher Education”, 26-29 August 2007, Innsbruck, Austria.. 2007. (Proceedings of the 29th Annual EAIR Forum: In search of Identity: Dilemmas in Higher Education”, 26-29 August 2007, Innsbruck, Austria.).

Research output: Chapter in Book/Report/Conference proceedingConference paper

Harvard

Carette, E, Jacquet, W, De Greve, J & Sonck, G 2007, Diagnostic testing of subject content: a case study in academic instructional practice. in Proceedings of the 29th Annual EAIR Forum: In search of Identity: Dilemmas in Higher Education”, 26-29 August 2007, Innsbruck, Austria.. Proceedings of the 29th Annual EAIR Forum: In search of Identity: Dilemmas in Higher Education”, 26-29 August 2007, Innsbruck, Austria., Finds and Results from the Swedish Cyprus Expedition: A Gender Perspective at the Medelhavsmuseet, Stockholm, Sweden, 21/09/09.

APA

Carette, E., Jacquet, W., De Greve, J., & Sonck, G. (2007). Diagnostic testing of subject content: a case study in academic instructional practice. In Proceedings of the 29th Annual EAIR Forum: In search of Identity: Dilemmas in Higher Education”, 26-29 August 2007, Innsbruck, Austria. (Proceedings of the 29th Annual EAIR Forum: In search of Identity: Dilemmas in Higher Education”, 26-29 August 2007, Innsbruck, Austria.).

Vancouver

Carette E, Jacquet W, De Greve J, Sonck G. Diagnostic testing of subject content: a case study in academic instructional practice. In Proceedings of the 29th Annual EAIR Forum: In search of Identity: Dilemmas in Higher Education”, 26-29 August 2007, Innsbruck, Austria.. 2007. (Proceedings of the 29th Annual EAIR Forum: In search of Identity: Dilemmas in Higher Education”, 26-29 August 2007, Innsbruck, Austria.).

Author

Carette, Eddy ; Jacquet, Wolfgang ; De Greve, Jean ; Sonck, Gert. / Diagnostic testing of subject content: a case study in academic instructional practice. Proceedings of the 29th Annual EAIR Forum: In search of Identity: Dilemmas in Higher Education”, 26-29 August 2007, Innsbruck, Austria.. 2007. (Proceedings of the 29th Annual EAIR Forum: In search of Identity: Dilemmas in Higher Education”, 26-29 August 2007, Innsbruck, Austria.).

BibTeX

@inproceedings{bb5d81387ca34453990193dfcfaa0502,
title = "Diagnostic testing of subject content: a case study in academic instructional practice",
abstract = "This paper presents a case study into implementation of a standardised test probing conceptual understanding in physics within academic instructional practice. We report the research conducted on first year students enrolled in Natural Science bachelors at the Vrije Universiteit Brussel (VUB, Belgium). The aim of the implemented test is to assess conceptual understanding in the domain of physics, and its improvement over a first semester introductory course. A pre-test is used to identify conceptual pitfalls, a post-test to measure the average conceptual gain for two introductory courses. Results show that the ratio of the average gain to the maximum possible average gain for the two courses under study is low to moderate, as compared to international physics education research (mainly US) carried out with the same instrument (Force Concept Inventory). Also, pre-test results show a significant gender-gap at the beginning of the semester. While research suggests that instructional practices promoting interactive engagement of the students have a potential to achieve higher gains and to bridge the gender-gap this does not appear in the present study. Traditional courses are less proficient, as in the case of the VUB. In the context of inclusive higher education, concrete pedagogical implications can be put forward based on repeated standardised testing of conceptual understanding.",
keywords = "Assessment/Evaluation, Feedback- staff to students, Inclusive Higher Education, Teaching methods",
author = "Eddy Carette and Wolfgang Jacquet and {De Greve}, Jean and Gert Sonck",
year = "2007",
language = "English",
series = "Proceedings of the 29th Annual EAIR Forum: In search of Identity: Dilemmas in Higher Education”, 26-29 August 2007, Innsbruck, Austria.",
booktitle = "Proceedings of the 29th Annual EAIR Forum: In search of Identity: Dilemmas in Higher Education”, 26-29 August 2007, Innsbruck, Austria.",

}

RIS

TY - GEN

T1 - Diagnostic testing of subject content: a case study in academic instructional practice

AU - Carette, Eddy

AU - Jacquet, Wolfgang

AU - De Greve, Jean

AU - Sonck, Gert

PY - 2007

Y1 - 2007

N2 - This paper presents a case study into implementation of a standardised test probing conceptual understanding in physics within academic instructional practice. We report the research conducted on first year students enrolled in Natural Science bachelors at the Vrije Universiteit Brussel (VUB, Belgium). The aim of the implemented test is to assess conceptual understanding in the domain of physics, and its improvement over a first semester introductory course. A pre-test is used to identify conceptual pitfalls, a post-test to measure the average conceptual gain for two introductory courses. Results show that the ratio of the average gain to the maximum possible average gain for the two courses under study is low to moderate, as compared to international physics education research (mainly US) carried out with the same instrument (Force Concept Inventory). Also, pre-test results show a significant gender-gap at the beginning of the semester. While research suggests that instructional practices promoting interactive engagement of the students have a potential to achieve higher gains and to bridge the gender-gap this does not appear in the present study. Traditional courses are less proficient, as in the case of the VUB. In the context of inclusive higher education, concrete pedagogical implications can be put forward based on repeated standardised testing of conceptual understanding.

AB - This paper presents a case study into implementation of a standardised test probing conceptual understanding in physics within academic instructional practice. We report the research conducted on first year students enrolled in Natural Science bachelors at the Vrije Universiteit Brussel (VUB, Belgium). The aim of the implemented test is to assess conceptual understanding in the domain of physics, and its improvement over a first semester introductory course. A pre-test is used to identify conceptual pitfalls, a post-test to measure the average conceptual gain for two introductory courses. Results show that the ratio of the average gain to the maximum possible average gain for the two courses under study is low to moderate, as compared to international physics education research (mainly US) carried out with the same instrument (Force Concept Inventory). Also, pre-test results show a significant gender-gap at the beginning of the semester. While research suggests that instructional practices promoting interactive engagement of the students have a potential to achieve higher gains and to bridge the gender-gap this does not appear in the present study. Traditional courses are less proficient, as in the case of the VUB. In the context of inclusive higher education, concrete pedagogical implications can be put forward based on repeated standardised testing of conceptual understanding.

KW - Assessment/Evaluation, Feedback- staff to students

KW - Inclusive Higher Education

KW - Teaching methods

M3 - Conference paper

T3 - Proceedings of the 29th Annual EAIR Forum: In search of Identity: Dilemmas in Higher Education”, 26-29 August 2007, Innsbruck, Austria.

BT - Proceedings of the 29th Annual EAIR Forum: In search of Identity: Dilemmas in Higher Education”, 26-29 August 2007, Innsbruck, Austria.

ER -

ID: 1812269