Abstract
Research-validated multiple-choice questions comprise an easy-to-implement instructional tool that serves to scaffold student learning and formatively assess students’ knowledge. We present findings from the implementation, in consecutive years, of a research-validated multiple-choice question sequence on measurement uncertainty as it applies to two-state quantum systems. This study was conducted in an advanced undergraduate quantum mechanics course, in online and in-person learning environments for consecutive years. Student learning was assessed after receiving traditional lecture-based instruction in relevant concepts, and their performance was compared with that of a similar assessment given after engaging with the multiple-choice question sequence. We analyze and discuss the similar and differing trends observed in the two modes of instruction.
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