Lessons from a large-scale assessment: Results from conceptual inventories

Abstract

We report the conceptual inventory results of a large-scale assessment project at a large university. We studied an attempt at introducing materials and instructional methods informed by physics education research (PER-informed materials) into a department where most instruction has been traditional and a significant number of faculty are hesitant, ambivalent or even resistant about the introduction of such reforms. The changes were made in the laboratories and recitation sections of the introductory classes, both calculus-based and algebra-based, introducing PER-informed materials and training the teaching assistants in student-centered instructional methods. In addition to the results found in the large lecture classes, we present the results of a small PER-informed, inquiry-based, laboratory-based class that has been taught as a special section of the algebra-based course for about 10 years. The assessment reported in this paper was done using available PER-developed assessment instruments. The results of other assessment instruments used in the project, such as free-response pre- and post-tests, are reported in subsequent papers. The results in this paper inform researchers in PER of the use of PER-informed materials and instructional methods in a department not unified in the introduction and implementation of these materials and the results of the implementation as assessed by PER-based conceptual inventories. We found that our conceptual inventory scores were lower than many results reported elsewhere in the literature. However, we did see a statistically significant increase in the conceptual inventory scores with the implementation of PER-informed laboratories and the use of student-centered pedagogy in the labs and recitations. The increase was much greater, if the lecture instructor also used PER-informed materials.