Quantum Mechanics Concept Assessment: Development and Validation Study.
Quantum Mechanics Concept Assessment: Development and Validation Study.
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量子力学概念评估：开发和验证研究。
DOI：
10.1103/physrevstper.11.010110
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发表时间：
2015
影响因子：
--
通讯作者：
S. Pollock
中科院分区：
文献类型：
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作者：
Homeyra Sadaghiani;S. Pollock
作为对学生第一学期高年级量子力学学习情况持续调查的一部分，我们需要一个高质量的概念评估工具来比较不同课程方法的结果。开发此类工具的过程首先是将 14 项开放式量子力学评估工具 (QMAT) 的初步版本转换为多项选择 (MC) 格式。进一步细化问题、开发有效干扰项、添加新问题以及强大的统计分析，形成了包含 31 项的量子力学概念评估 (QMCA) 测试。 QMCA 仅用作后测，以评估学生对量子测量五个主要主题的了解：与时间无关的薛定谔方程、波函数和边界条件、时间演化和概率密度。经过两年的测试和完善，QMCA 已向 11 个不同机构的高年级量子力学课程学生提供了 alpha (N = 61) 和 beta 版本 (N = 263)，测试后平均成绩为 54%。通过比较不同人群和机构的学生学习情况，QMCA 为教师和研究人员提供了更标准的衡量方法，衡量不同课程或教学策略对学生对量子力学概念理解的有效性。在本文中，我们讨论了有效干扰因素的构建以及使用学生访谈和专家反馈来修改和验证问题和干扰因素。我们包含了常见的可靠性和有效性统计测试的结果，这表明该工具目前处于稳定、可用且有前途的形式。
As part of an ongoing investigation of students’ learning in first semester upper-division quantum mechanics, we needed a high-quality conceptual assessment instrument for comparing outcomes of different curricular approaches. The process of developing such a tool started with converting a preliminary version of a 14-item open-ended quantum mechanics assessment tool (QMAT) to a multiple-choice (MC) format. Further question refinement, development of effective distractors, adding new questions, and robust statistical analysis has led to a 31-item quantum mechanics concept assessment (QMCA) test. The QMCA is used as post-test only to assess students’ knowledge about five main topics of quantum measurement: the time-independent Schrodinger equation, wave functions and boundary conditions, time evolution, and probability density. During two years of testing and refinement, the QMCA has been given in alpha (N ¼ 61) and beta versions (N ¼ 263) to students in upper division quantum mechanics courses at 11 different institutions with an average post-test score of 54%. By allowing for comparisons of student learning across different populations and institutions, the QMCA provides instructors and researchers a more standard measure of effectiveness of different curricula or teaching strategies on student conceptual understanding of quantum mechanics. In this paper, we discuss the construction of effective distractors and the use of student interviews and expert feedback to revise and validate both questions and distractors. We include the results of common statistical tests of reliability and validity, which suggest the instrument is presently in a stable, usable, and promising form.