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pro vyhledávání: '"Nissen, Jayson M."'
Autor:
Le, Vy, Nissen, Jayson M., Tang, Xiuxiu, Zhang, Yuxiao, Mehrabi, Amirreza, Morphew, Jason W., Chang, Hua Hua, Van Dusen, Ben
In physics education research, instructors and researchers often use research-based assessments (RBAs) to assess students' skills and knowledge. In this paper, we support the development of a mechanics cognitive diagnostic to test and implement effec
Externí odkaz:
http://arxiv.org/abs/2404.00009
Autor:
Van Dusen, Ben, Shultz, Mollee, Nissen, Jayson M., Wilcox, Bethany R., Holmes, N. G., Jariwala, Manher, Close, Eleanor W., Pollock, Steven
The number and use of research-based assessments (RBAs) has grown significantly over the last several decades. Data from RBAs can be compared against national datasets to provide instructors with empirical evidence on the efficacy of their teaching p
Externí odkaz:
http://arxiv.org/abs/2008.03373
Research-based assessments (RBAs), such as the Force Concept Inventory, have played central roles in many course transformations from traditional lecture-based instruction to research-based teaching methods. In order to support instructors in assessi
Externí odkaz:
http://arxiv.org/abs/1711.06587
High-stakes assessments, such the Graduate Records Examination, have transitioned from paper to computer administration. Low-stakes Research-Based Assessments (RBAs), such as the Force Concept Inventory, have only recently begun this transition to co
Externí odkaz:
http://arxiv.org/abs/1711.06595
Autor:
Van Dusen, Ben, Nissen, Jayson M.
Creating equitable performance outcomes among students is a focus of many instructors and researchers. One focus of this effort is examining disparities in physics student performance across genders, which is a well-established problem. Another less
Externí odkaz:
http://arxiv.org/abs/1711.05836
Autor:
Nissen, Jayson M.
There is consistent and growing evidence that physics instruction disproportionately harms female students' self-efficacy, their beliefs about their ability to learn and do physics. This harm is problematic because self-efficacy supports student lear
Externí odkaz:
http://arxiv.org/abs/1612.09188
Publikováno v:
Phys. Rev. Phys. Educ. Res. 14, 010115 (2018)
Measuring student learning is a complicated but necessary task for understanding the effectiveness of instruction and issues of equity in college STEM courses. Our investigation focused on the implications on claims about student learning that result
Externí odkaz:
http://arxiv.org/abs/1612.09180
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