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Conceptual Tests in the Physical
Sciences
Index of topics
Introduction
Mechanics
Electricity and Magnetism
Attitudes and beliefs
Quantum Mechanics
Thermodynamics
Mathematics
Waves
Experimental
Energy
Astronomy
Other topic areas
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0 Introduction
This is a collection of resources that gather together information about published diagnostic tests or instruments that probe conceptual understanding, in various topic
areas relating to (but not restricted to) the physical sciences.
It was developed based on published articles and information available on the Web in
November 2011, as part of the Concepts in Physics project, funded under the HESTEM initiative in the UK and bu PiCETL, led by Prof. Derek Raine at the University of
Leicester.
While we have endeavoured to ensure all information is reported accurately, we would
welcome additions or corrections from authors to be submitted to (concepttests [at]
gmail.com)
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1. Mechanics
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1.1 Force Concept Inventory (FCI)
[A] Authors
David Hestenes, Malcolm Wells, and Gregg Swackhamer
Arizona State University Department of Physics, P.O. Box 871504, Tempe, AZ, USA
hestenes@asu.edu
[B] Summary and format
The FCI is a test of conceputal understanding of Newtonian mechanics, developed
from the late 1980s. It consists of 30 MCQ questions with 5 answer choices for each
question and tests student understanding of conceptual understanding of velocity, acceleration and force. Many distracters in the test items embody commonsense beliefs
about the nature of force and its effect on motion.
The FCI has been administered to tens if not hundreds of thousands of Physics students worldwide, at school and university level. It is widely held as the ’gold standard’ conceptual inventory in the Physical Sciences. The relatively poor improvement
of his students at Harvard after a semester of traditional physics instruction led Eric
Mazur to develop the Peer Instruction methodology. This YouTube video documents
that process.
YOUTUBE! Go to http://www.youtube.com/watch?v=WwslBPj8GgI
[C] Citation
D. Hestenes, M. Wells, G. Swackhamer
Force Concept Inventory
The Physics Teacher, 30, 141-158 (1992).
[D] How to obtain
The instrument can be obtained online1
[E] Relevant literature
This link takes you to a Google Scholar2 search for literature associated with this concept
inventory.
Google Scholar citation for the FCI 3
1
http://modeling.asu.edu/R%26E/Research.html
http://scholar.google.co.uk
3
http://bit.ly/tMJS8z
2
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1.2 Representational Variant of the Force Concept Inventory (R-FCI)
[A] Authors
Pasi Nieminen, Antti Savinainen, Jouni Viiri
Department of Teacher Education, University of Jyvaskyla, Jyvaskyla, FIN-40014, Finland
pasi.k.nieminen@jyu.fi
[B] Summary and Format
This instrument tests students’ ability to interpret multiple representations consistently in the context of the force concept. It makes use of nine items from the 1995 version of the Force Concept Inventory (FCI). These original FCI items were redesigned
using various representations (such as motion map, vectorial and graphical), yielding 27 multiple-choice items concerning four central concepts underpinning the force
concept: Newton’s first, second, and third laws, and gravitation.
[C] Citation
P. Nieminen, A. Savinainen, J. Viiri
Force Concept Inventory-based multiple-choice test for investigating students’ representational
consistency
Phys. Rev. ST Physics Ed. Research 6, 020109 (2010)
[D] How to obtain
The instrument is available in English and Finnish by emailing the authors
[E] Relevant literature
This link takes you to Google Scholar4 search for literature associated with this concept inventory.
Google Scholar citation for the R-FCI 5
4
5
http://scholar.google.co.uk
http://bit.ly/uKmp2I
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1.3 Force-Motion Concept Evaluation (FMCE)
[A] Authors
Ronald Thornton and David Sokoloff
Center for Science and Mathematics Teaching, Departments of Physics and Education,
Tufts University, Medford, Massachusetts 0215, USA
csmt@tufts.edu
[B] Summary and Format
A survey containing 47 items in a multiple-choice multiple-response format. This covers a wider variety of topics than the FCI, including many more questions on kinematics. Machine gradable on a Scantron sheet except for one item, which requests a
written response. This can be collected separately.
[C] Citation
R. Thornton, D. Sokoloff
Assessing student learning of Newton’s laws: The Force and Motion Conceptual Evaluation
Am. J. Phys. 66(4), 228-351 (1998).
[D] How to obtain
The instrument can be obtained online6
[E] Relevant literature
This link takes you to Google Scholar7 search for literature associated with this concept inventory.
Google Scholar citation for the FMCE 8
6
http://physics.dickinson.edu./
http://scholar.google.co.uk
8
http://bit.ly/vVkI29
7
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1.4 Mechanics Baseline Test (MBT)
[A] Authors
David Hestenes, Malcolm Wells
Physics Department, Arizona State University Department of Physics, P.O. Box 871504,
Tempe, AZ 85287-1504, USA
hestenes@asu.edu
[B] Summary and Format
The instrument comprises of 26 questions that were based upon interviews with students about their misconceptions on basic topics in Newtonian mechanics. The test
covers concepts in kinematics (linear and curvilinear motion), basic principles (Newtons’ First, Second, and Third Laws, superposition principle, energy conservation,
impulse-momentum, and work) and special forces (gravity and friction).
[C] Citation
D. Hestenes, M. Wells
A Mechanics Baseline Test
The Physics Teacher, 30, 159-166, (1992).
[D] How to obtain
The Mechanics Baseline Test is available (as .pdf) from here9 by selecting on ”Research
and Evaluation”. It is available in various languages. For the password, please e-mail
David Koch - FCIMBT@verizon.net. David is a retired physics teacher who kindly
volunteered in August 2009 for this service. When you e-mail him, please use your
institutional email address, or provide the URL of your institutional homepage so that
he can confirm that you are a teacher, rather than a student.
[E] Relevant literature
This link takes you to Google Scholar10 search for literature associated with this concept
inventory.
Google Scholar citation for the MBT 11
9
http://modeling.asu.edu
http://scholar.google.co.uk
11
http://bit.ly/uJOl3U
10
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1.5 Test of Understanding Graphs in Kinematics (TUGK)
[A] Authors
Robert Beichner
Department of Physics, North Carolina State University, Raleigh, NC, USA
Beichner@ncsu.edu
[B] Summary and Format
21 item MCQ testing the ability of students to interpret kinematics graphs.
[C] Citation
R. Beichner
Testing student interpretation of kinematics graphs
Am. J. Phys. 62(8), 750-62, (1994).
[D] How to obtain
The instrument can be obtained by contacting the author: details in the acknowledgements section of the citation article which is available online12
[E] Relevant literature
This link takes you to Google Scholar13 search for literature associated with this concept
inventory.
Google Scholar citation for the TUG-K 14
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http://62.90.118.237/ Uploads/127TUGKArticle.pdf
http://scholar.google.co.uk
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http://bit.ly/sdCjHP
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1.6 The Vector Evaluation Test (VET)
[A] Authors
Ronald Thornton
4 Colby St., Center for Science and Math Teaching, Tufts University, Medford, MA
02155, USA
csmt@tufts.edu
[B] Summary and Format
A 31 item multiple-choice and short-answer survey testing vector analysis skills including addition and subtraction, component analysis, and comparing magnitudes.
Not machine gradable. Should take about 1/2 hour to complete.
[C] Citation
R. Thornton
The Vector Evaluation Test (VET)
Available from Dickinson Workshop Physics page 15
[D] How to obtain
Available online16
[E] Relevant literature
This link takes you to Google Scholar17 search for literature associated with this concept
inventory.
Google Scholar citation for the VET18
15
http://physics.dickinson.edu/˜wp web/wp resources/wp assessment.html#VET
http://physics.dickinson.edu/˜wp web/wp resources/wp assessment.html#VET
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http://scholar.google.co.uk
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http://bit.ly/uEvwux
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1.7 Dynamics Concept Inventory (DCI)
[A] Authors
Gary L. Gray, Don Evans, Phillip J. Cornwell, Brian Self, Francesco Costanzo
Department of Engineering Science and Mechanics, Penn State University, 212 EarthEngineering Sciences Building, University Park, PA 16802
dci@email.esm.psu.edu
[B] Summary and Format
The DCI is a multiple-choice exam with 29 questions. It covers 11 concept areas in
rigid body dynamics and several more in particle dynamics.
[C] Citation
G. L. Gray, D. Evans, P. J. Cornwell, B. Self, F. Costanzo
The Dynamics Concept Inventory Assessment Test: A Progress Report
Proceedings of the 2005 American Society for Engineering Education Annual Conference, Portland, OR.
Available online19
[D] How to obtain
Email the DCI developers at dci@email.esm.psu.edu and please provide the following
information: (a) your name, phone number, institutional affiliation, and position; (b)
the course in which you will be using the DCI; (c) the size of the enrollment in that
course.
[E] Relevant literature
This link takes you to Google Scholar20 search for literature associated with this concept
inventory.
Google Scholar citation for the DCI 21
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www.esm.psu.edu/dci/papers/ASEE-DCI-Portland.pdf
http://scholar.google.co.uk
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http://bit.ly/unYTfU
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1.8 Fluid Mechanics Concept Inventory (FMCI)
[A] Authors
John Mitchell, Jay Martin, Ty Newell
University of Wisconsin, Madison, WI 53706
martin@engr.wisc.edu
[B] Summary
The goal of the Fluids Mechanics Concept Inventory (FMCI) is to establish a common base of fluids concepts and provide instruments that could be used by faculty to
evaluate the degree to which students in a given program have mastered those concepts. The inventory would be conducted in each of the fluids classes at the start of the
semester to assess the knowledge of entering students and at the end of the semester
to assess whether students have mastered the necessary concepts. An outcome of conducting the inventory might be modifications to the curriculum and courses to ensure
that students obtain the necessary understanding of the basic concepts.
[C] Citation
J. Mitchell, J. Martin, T. Newell
Development of a Concept Inventory for Fluid Mechanics
Proceedings, Frontiers in Education Conference, Boulder, CO, USA, (2003)
Available online22
[D] How to obtain
The instrument can be obtained online23
[E] Relevant literature
This link takes you to Google Scholar24 search for literature associated with this concept
inventory.
Google Scholar citation for the FMCI 25
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http://fie.engrng.pitt.edu/fie2003/papers/1386.pdf
http://www.foundationcoalition.org/home/keycomponents/concept/fluid.html
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http://scholar.google.co.uk
25
http://bit.ly/vjRXjf
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1.9 Strength Of Materials Concept Inventory Assessment
Instrument (SMCI)
[A] Authors
Jim Richardson, Jim Morgan
Civil and Environmental Engineering Department, University of Alabama, Tuscaloosa,
AL 35487-0205, USA
jrichardson@eng.ua.edu
[B] Summary
The SMCI assesses mastery of fundamental concepts in a sophomore mechanics of
solids or strength of materials course. Concepts examined include stress, strain and
deformations due to axial, bending and torsional loads; failure of ductile and brittle
materials, and axial buckling.
[C] Citation
J. Richardson, J. Morgan
Development of an Engineering Strength of Material Concept Inventory Assessment Instrument
Proceedings, 2001 Frontiersin Education Conference, Reno, Nevada, (2001)
Available online26
[D] How to obtain
Although a direct link to a version of the SMCI is not available, information about its
availability and development can be obtained by contacting the authors.
[E] Relevant literature
This link takes you to Google Scholar27 search for literature associated with this concept
inventory.
Google Scholar citation for the SMCI 28
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http://ieeexplore.ieee.org/xpl/freeabs all.jsp?arnumber=963692
http://scholar.google.co.uk
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http://bit.ly/tRkVrd
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1.10 Statics Concept Inventory (SCI)
[A] Authors
P. S. Steif, J. A. Dantzler
5000 Forbes Avenue, Scaife Hall 304, Pittsburgh, PA 15213, USA
steif@andrew.cmu.edu
[B] Summary and Format
Quantification of conceptual understanding of students in Statics has been undertaken. Drawing on a prior study identifying the fundamental concepts and typical
student errors in Statics, multiple choice questions have been devised to probe students’ ability to use concepts in isolation.
[C] Citation
P. S. Steif, J.A. Dantzler
A Statics Concept Inventory: Development and Psychometric Analysis
Journal of Engineering Education,94(40, (2005)
Available online29
[D] How to obtain
The instrument may be obatined by contacting the author.
[E] Relevant literature
This link takes you to Google Scholar30 search for literature associated with this concept
inventory.
Google Scholar citation for the SCI 31
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http://jee.org/2005/october/3.pdf
http://scholar.google.co.uk
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http://bit.ly/ul7wvH
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2.1 Brief Electricity and Magnetism Assessment (BEMA)
[A] Authors
Lin Ding, Ruth Chabay, Bruce Sherwood and Robert Beichner
Department of Physics, North Carolina State University, 2401 Stinson Drive, Box 8202,
Raleigh, NC 27695, USA
rwchabay@unity.ncsu.edu
[B] Summary and Format
This 31 item MCQ assessment assesses student understanding of basic electricity and
magnetism concepts. It is written for college-level calculus-based introductory physics
courses.
[C] Citation
R. Chabay, B. Sherwood
Brief Electricity and Magnetism Assessment
Physical Review Special Topics - Physics Education Research, 2(1), 7-13 (2006)
[D] How to obtain
The instrument can be obtained online32
This is a PDF download but is password proetcted. Physics teachers wishing to obtain
the instrument should contact the author.
[E] Relevant literature
This link takes you to Google Scholar33 search for literature associated with this concept
inventory.
Google Scholar citation for the BEMA 34
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http://www.compadre.org/PER/items/detail.cfm?ID=3775
http://scholar.google.co.uk
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http://bit.ly/uvl508
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2.2 Colorado Upper Division Electrostatics (CUE)
[A] Authors
Stephanie Chasteen and Steven Pollock
Department of Physics, University of Colorado, Boulder, CO 80309, USA
Steven.Pollock@colorado.edu
[B] Summary and Format
The instrument assesses Electricty and Magnetism student learning and is a 17-question
open-ended post-test (with an optional 7-question pre-test) diagnostic.
[C] Citation
S. Chasteen, S. Pollock
Tapping into Juniors’ Understanding of Electricity and Magnetism: The Colorado UpperDivision Electrostatics (CUE) Diagnostic
AIP Conf. Proc., 1179, 109-112 (2009)
[D] How to obtain
The instrument can be obtained online35
[E] Relevant literature
This link takes you to Google Scholar36 search for literature associated with this concept
inventory.
Google Scholar citation for the 37
35
http://www.colorado.edu/sei/surveys/Faculty/CUE/Sp09 CUE.html
http://scholar.google.co.uk
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http://bit.ly/sKQme8
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2.3 Conceptual Survey in Electricity and Magnetism (CSEM)
[A] Authors
C. Hieggelke, D. Maloney, A. Van Heuvelen, T. O’Kuma
Indiana University-Purdue University Fort Wayne, Kettler 121, 2101 East Coliseum
Blvd., Fort Wayne, IN 46805, USA
maloney@ipfw.edu
[B] Summary and Format
There are available three instruments called the Conceptual Survey on Electricity (CSE),
Conceptual Survey on Magnetism (CSM), and Conceptual Survey on Electricity and
Magnetism (CSEM). The CSE has 32 items, the CSM has 21 items, and the CSEM has
32 items that are a subset of the 53 items from CSE and CSM.
[C] Citation
C. Hieggelke, D. Maloney, A. Van Heuvelen, T. O’Kuma
Surveying students’ conceptual knowledge of electricity and magnetism
Am. J. Phys., 69, S12, (2001)
[D] How to obtain
If you are a physics teacher and want copies of these tools (CSEM, CSE and CSM) to
use in your classes, please contact David Maloney at maloney@ipfw.edu (include your
complete educational institution’s mailing address)
[E] Relevant literature
This link takes you to Google Scholar38 search for literature associated with this concept
inventory.
Google Scholar citation for the CSEM 39
38
39
http://scholar.google.co.uk
http://bit.ly/rYQ3gi
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2.4 Diagnostic Exam for an undergraduate, introductory
Electricity and Magnetism course (DEEM)
[A] Authors
Jeff Marx, Jack Wilson
Department of Physics, McDaniel College 2 College Hill Westminster, Maryland 21157
USA
jmarx@mcdaniel.edu
[B] Summary and Format
DEEM is a sixty-six item multiple-choice diagnostic exam, developed as part of Jeff
Marx PhD studies. The exam covers the following basic concepts of EM: forces on
charged particles in electric or magnetic fields; properties of electric fields and magnetic fields; properties of electrostatic potential and potential energy; Maxwell’s Equations; and induction, with Lenz’s Law. Items comprising the DEEM do not require
calculus, explicit calculations, or memorization of fundamental constants; are pictorially based; and generally explore high-symmetry scenarios.
[C] Citation
J. Marx, J. Wilson
Creation of a Diagnostic Exam for Introductory, Undergraduate Electricity and Magnetism
Available online40
[D] How to obtain
The instrument can be obtained online41
[E] Relevant literature
This link takes you to Google Scholar42 search for literature citing with this concept inventory.
Google Scholar citation for the DEEM 43
40
http://www.compadre.org/PER/items/detail.cfm?ID=3786
http://www.compadre.org/PER/items/detail.cfm?ID=3786
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http://scholar.google.co.uk
43
http://bit.ly/tOFKjQ
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2.5 Electromagnetics Concept Inventory (EMCI)
[A] Authors
Branislav Notaros
Electrical and Computer Engineering Dept, Colorado State University, Fort Collins CO
80523-1373.
notaros@colostate.edu
[B] Summary and Format
The instrument consists of 23 MCQs on electrostatic, magnetostatic, and time-varying
electromagnetic fields. It is designed for a typical first-semester electromagnetics course
in a two-semester sequence.
[C] Citation
B. Notaros
Concept Inventory Assessment Instructions for Electromagnetics Education
Available online44
[D] How to obtain
The instrument can be obtained by emailing the author.
[E] Relevant literature
This link takes you to Google Scholar45 search for literature associated with this concept
inventory.
Google Scholar citation for the EMCI 46
44
http://www.foundationcoalition.org/home/keycomponents/concept/electromagnetics.html
http://scholar.google.co.uk
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http://bit.ly/uIPwZH
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2.6 Electric Circuits Concept Evaluation (ECCE)
[A] Authors
David Sokoloff
160 Willamette, Department of Physics, 1274 University of Oregon, Eugene, OR, USA
sokoloff@uoregon.edu
[B] Summary and Format
A 45 item multiple-choice survey probing student understanding of direct and alternating current circuits. Some items include capacitors and inductors. Machine gradeable using Scantron sheets. Some items request explanations. Should take about one
hour to complete.
[C] Citation
D. Sokoloff
The Electric Circuits Concept Evaluation (ECCE)
Cited online47
[D] How to obtain
The instrument can be obtained online48
[E] Relevant literature
This link takes you to Google Scholar49 search for literature associated with this concept
inventory.
Google Scholar citation for the ECCE 50
47
http://physics.dickinson.edu/˜wp web/wp resources/wp assessment.html#ECCE
http://physics.dickinson.edu/˜wp web/wp resources/wp assessment/ECCE.pdf
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http://scholar.google.co.uk
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http://bit.ly/tKSjZz
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2.7 Students’ understanding of direct current resistive electrical circuits (DIRECT)
[A] Authors
Paula Engelhardt, Robert Beichner
Department of Physics, North Carolina State University, Raleigh, North Carolina 27695,
USA
Engelhar@tntech.edu
[B] Summary and Format
Two versions of a diagnostic instrument were developed, each consisting of 29 questions, to test students’ understanding of resistance in electric circuits.
[C] Citation
P. Engelhardt, R. Beichner
Students’ understanding of direct current resistive electrical circuits
Am. J. Phys., 72(1), 98-115 (2004).
[D] How to obtain
The instrument can be obtained in English, Spanish, Greek, and Finnish by mailing a
request to Engelhar@tntech.edu
[E] Relevant literature
This link takes you to Google Scholar51 search for literature associated with this concept
inventory.
Google Scholar citation for the DIRECT52
51
52
http://scholar.google.co.uk
http://bit.ly/uLI3WM
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2.8 Rate and Potential Test (RAPT)
[A] Authors
Rhett Allain and Robert Beichner
Physics Department, NC State University, Box 8202, Raleigh, NC 27695, USA
Beichner@ncsu.edu
[B] Summary and Format
25 question, 5-item MCQ testing understanding of rate of change and potential.
[C] Citation
R. Allain, R. Beichner
Rate of Change and Electric Potential
Proceedings of the 2004 Physics Education Research Conference, Sacremento CA 2004.
AIP Conference Proceedings vol 790, p69-72.
[D] How to obtain
Two parallel versions of the Rate and Potential Test are available by emailing Robert
Beichner
[E] Relevant literature
This link takes you to Google Scholar53 search for literature associated with this concept
inventory.
Google Scholar citation for the RAPT54
53
54
http://scholar.google.co.uk
http://bit.ly/tDioKa
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2.9 Circuits Concept Inventory
[A] Authors
Bob Helgeland and Dave Rancour
Electrical Engineering Department, University of Massachusetts Dartmouth, 285 Old
Westport Road, North Dartmouth, MA 02747-2300, USA
rhelgeland@umassd.edu
[B] Summary and Format
43 question, 3-6 item MCQ designed to reveal student misunderstanding of circuit
theory concepts prior to taking the circuits courses and measure student gains in understanding of circuit theory concepts upon completion of the courses.
[C] Citation
B. Helgeland and D. Rancour
Circuits Concept Inventory
Available online55
[D] How to obtain
The test can be obtained by emailing the authors.
[E] Relevant literature
This link takes you to Google Scholar56 search for literature associated with this concept
inventory.
Google Scholar citation for the CCI57
55
http://www.foundationcoalition.org/home/keycomponents/concept/circuits.html
http://scholar.google.co.uk
57
http://bit.ly/uikULI
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2.10 Electronics Concept Inventory (ECI)
[A] Authors
D. Schmidlin, M. Herniter, D. Moore, B. Ferguson, M. Simoni
Rose-Hulman Institute of Technology, 500 Walbush Ave., Terre Haute, IN 47803, USA
simoni@rose-hulman.edu
[B] Summary and Format
50 question MCQ on electronic circuits.
[C] Citation
Dean Schmidlin, Marc Herniter, Dan Moore, Bruce Ferguson, Mario Simoni
Electronics Concept Inventory
Available online58
[D] How to obtain
The instrument can be obtained online59
[E] Relevant literature
This link takes you to Google Scholar60 search for literature associated with this concept
inventory.
Google Scholar citation for the 61
58
http://www.foundationcoalition.org/events/news/conferencepapers/2004asee/simoni.pdf
http://www.foundationcoalition.org/home/keycomponents/concept/electronics.html
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http://scholar.google.co.uk
61
http://bit.ly/rtJZR1
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2.11 Signals and Systems Concept Inventory (SSCI)
[A] Authors
John R. Buck, Kathleen E. Wage
285 Old Westport Road, North Dartmouth, MA 02747-2300, USA
kwage@gmu.edu
[B] Summary and Format
The Signals and Systems Concept Inventory (SSCI) is a 25 question multiple-choice
exam designed to assess students’ understanding of core concepts taught in undergraduate linear signals and systems courses, which are an integral part of electrical
and computer engineering curricula.
[C] Citation
K. E. Wage, J. R. Buck, C.H. G. Wright, T. B. Welch
The Signals and Systems Concept Inventory
IEEE Transactions on Education, 22(2), 76-81 (2005).
Available online62
[D] How to obtain
The instrument can be obtained by contacting the authors listed above.
[E] Relevant literature
This link takes you to Google Scholar63 search for literature associated with this concept
inventory.
Google Scholar citation for the SSCI 64
62
http://ece.gmu.edu/˜kwage/research/ssci/abstracts/transeduc aug05.html
http://scholar.google.co.uk
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http://bit.ly/sxKvky
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2.12 Device Concept Inventory (DevCI)
[A] Authors
R. Venkatasubramanian, B.J. Skromme
School of Electrical, Computer, and Energy Engineering, Electrical Engineering Faculty,P.O. Box 9309, Arizona State University, Tempe, AZ 85287-9309
skromme@asu.edu
[B] Summary and Format
The DevCI is a fifty-question multiple choice web based quiz that has been developed
to test conceptual understanding of device theory. The questions cover the full range
of basic semiconductor physics and the theory and operating principles of the major
devices. A 90 minute time limit was set, but 60 minutes was generally found to be
sufficient.
[C] Citation
R. Venkatasubramanian, B.J. Skromme
Spreadsheets to promote interactive engagement in semiconductor device courses
Amer. Soc. Engrg. Educat., Washington, D.C., 2005, p. Session 1526
[D] How to obtain
Contact the author to obtain the instrument.
[E] Relevant literature
This link takes you to Google Scholar65 search for literature associated with this concept
inventory.
Google Scholar citation for the DevCI 66
65
66
http://scholar.google.co.uk
http://bit.ly/u8e3ph
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3.1 Colorado Learning Attitudes about Science Survey
(CLASS)
[A] Authors
W. K. Adams, K. K. Perkins, N. S. Podolefsky, M. Dubson, N. D. Finkelstein, C. E.
Wieman
Department of Physics, University of Colorado, Boulder, Colorado 80309, USA
wendy.adams@colorado.edu
[B] Summary and Format
42 question, 5-item MCQ designed to probe a variety of student beliefs that shape and
are shaped by student classroom experience
[C] Citation
W. K. Adams, K. K. Perkins, N. S. Podolefsky, M. Dubson, N. D. Finkelstein, C. E.
Wieman
New instrument for measuring student beliefs about physics and learning physics: The Colorado Learning Attitudes about Science Survey
Phys. Rev. ST Physics Ed. Research 2, (2006) 010101
[D] How to obtain
The instrument can be obtained online67
[E] Relevant literature
This link takes you to Google Scholar68 search for literature associated with this concept
inventory.
Google Scholar citation for CLASS69
67
http://www.colorado.edu/sei/surveys/Faculty/CLASS-PHYS-faculty.html
http://scholar.google.co.uk
69
http://bit.ly/vvwtpl
68
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3.2 The Maryland Physics Expectations Survey (MPEX)
[A] Authors
Edward (Joe) Redish
Department of Physics, University of Maryland, College Park, MD, USA
redish@physics.umd.edu
[B] Summary and Format
The survey has been developed by the Maryland Physics Education Research Group
as part of a project to study the attitudes, beliefs, and expectations of students that
have an effect on what they learn in an introductory calculus-based physics course.
Students are asked to agree or disagree on a five point scale with 34 statements about
how they see physics and how they think they work in their physics course.
[C] Citation
E.F. Redish, J.M. Saul, R.N. Steinberg
Student expectations in introductory physics
Am. J Phys(66), 212-224, (1998).
[D] How to obtain
The instrument can be obtained online70 as can a version (MPEX II) more suited to
algebra based classes.
[E] Relevant literature
This link takes you to Google Scholar71 search for literature associated with this concept
inventory.
Google Scholar citation for the MPEX 72
70
http://www.physics.umd.edu/perg/tools/attsur.htm
http://scholar.google.co.uk
72
http://bit.ly/tS1hX3
71
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3.3 Index of Learning Styles (ILS)
[A] Authors
Barbara A. Soloman, Richard M. Felder
North Carolina State University, Raleigh, North Carolina 27695, USA
felder@ncsu.edu
[B] Summary and Format
44 question, 2-item MCQ
[C] Citation
R. M. Felder, J. Spurlin
Applications, reliability and validity of the Index of Learning Styles
J. Int. Engng Ed., 21(10), 103-112, (2005)
[D] How to obtain
The instrument can be obtained online73
[E] Relevant literature
This link takes you to Google Scholar74 search for literature associated with this concept
inventory.
Google Scholar citation for the ILS75
73
http://www.engr.ncsu.edu/learningstyles/ilsweb.html
http://scholar.google.co.uk
75
http://bit.ly/sjRoAD
74
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3.4 Epistomological Beliefs Assessment for Physical Sciences (EBAPS)
[A] Authors
Andrew Elby, John Frederiksen, Christina Schwarz, Barbara White
Department of Teaching, Learning, Policy, and Leadership, University of Maryland,
College Park, USA
elby@umd.edu
[B] Summary and Format
30 question, 5-item MCQ which probes a combination of students’ epistemological
beliefs and their course-specific expectations and study habits.
[C] Citation
Andrew Elby, John Frederiksen, Christina Schwarz, Barbara White
Epistemological beliefs assessment for physical science
Available online76
[D] How to obtain
The instrument can be obtained online77
[E] Relevant literature
This link takes you to Google Scholar78 search for literature associated with this concept
inventory.
Google Scholar citation for the EBAPS79
76
http://www2.physics.umd.edu/˜elby/EBAPS/home.htm
http://www2.physics.umd.edu/˜elby/EBAPS/EBAPS items.htm
78
http://scholar.google.co.uk
79
http://bit.ly/vUlhfB
77
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3.5 Views about Science Survey (VASS)
[A] Authors
Ibrahim Halloun, David Hestenes
Department of Physics, Arizona State University, PO Box 871504, Tempe, AZ 852871504
hestenes@asu.edu
[B] Summary and Format
The Views About Science Survey (VASS) is designed to survey student views about
knowing and learning science, and to assess the relation of these views to student understanding of science and course achievement. VASS probes student views in three
scientific dimensions and three cognitive dimensions. Scientific dimensions pertain to
the structure and validity of scientific knowledge, and to scientific methodology. Cognitive dimensions pertain to learnability of science, reflective thinking, and personal
relevance of science. In each VASS item, respondents are asked to balance two contrasting alternatives on a five-point scale called ”contrasting alternative design”. To
assess variability in student views in different disciplines, parallel forms of VASS are
developed for physics, chemistry, biology, general science, and mathematics.
[C] Citation
I. Halloun, D. Hestenes
Interpreting VASS dimensions and profiles
Science and Education 7(6) 553-577 (1998)
[D] How to obtain
Email the author
[E] Relevant literature
This link takes you to Google Scholar80 search for literature associated with this concept
inventory.
Google Scholar citation for the VASS81
80
81
http://scholar.google.co.uk
http://bit.ly/uCGPFA
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4. Quantum Mechanics
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4.1 Quantum Mechanics Visualization Instrument (QMVI)
[A] Authors
Richard Robinett, Erdat Cataloglu, Fatih M. Tasar
Department of Physics, The Pennsylvania State University, University Park, Pennsylvania 16802, USA
rick@phys.psu.edu
[B] Summary and Format
25 question, 5-item MCQ to test understanding of Quantum Mechanics
[C] Citation
R. Robinett, E. Cataloglu
Testing the development of student conceptual and visualization understanding in quantum
mechanics through the undergraduate career
Am. J. Phys. 70 (3), 238-251 (2002).
[D] How to obtain
Email the author
[E] Relevant literature
This link takes you to Google Scholar82 search for literature associated with this concept
inventory.
Google Scholar citation for the QMVI 83
82
83
http://scholar.google.co.uk
http://bit.ly/uIjpWk
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4.2 Quantum Mechanics Conceptual Survey (QMCS)
[A] Authors
S. B. McKagan, K. K. Perkins, C. E. Wieman
JILA, University of Colorado and NIST, Boulder, Colorado 80309, USA
sam.mckagan@gmail.com
[B] Summary and Format
The goal of this assessment is to provide an accurate measure of students’ understanding of fundamental concepts in quantum mechanics.
[C] Citation
S. B. McKagan, K. K. Perkins, C. E. Wieman
Exploring Student Understanding of Energy through the Quantum Mechanics Conceptual
Survey
Physics Education Research Conference 2005, Salt Lake City, Utah, PER Conference
proceedings, 818 65-68 (2005)
[D] How to obtain
The instrument can be obtained online84 and a password to unlock the file by emailing
the author
[E] Relevant literature
This link takes you to Google Scholar85 search for literature associated with this concept
inventory.
Google Scholar citation for the QMCS 86
84
http://www.colorado.edu/physics/EducationIssues/QMCS/
http://scholar.google.co.uk
86
http://bit.ly/vGqZZo
85
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4.3 Quantum Mechanics Assessment Tool (QMAT)
[A] Authors
Steve Goldhaber, Steven Pollock, Mike Dubson, Paul Beale, Katherine Perkins
Department of Physics, University of Colorado, Boulder, Colorado 80309, US
steven.goldhaber@colorado.edu
[B] Summary
This quantum mechanics instrument has three primary goals: to reflect faculty learning goals, provide an assessment of student learning difficulties, and act as a tool to
help guide faculty efforts at improving QM instruction
[C] Citation
S. Goldhaber, S. Pollock, M. Dubson, P. Beale, K. Perkins
Transforming Upper Division Quantum Mechanics: Learning Goals and Assessment
Physics Education Research Conference 2009, AIP Conf. Proc 1179 145-148 (2009)
[D] How to obtain
The instrument can be obtained by emailing the author
[E] Relevant literature
This link takes you to Google Scholar87 search for literature associated with this concept
inventory.
Google Scholar citation for the QMAT88
87
88
http://scholar.google.co.uk
http://bit.ly/v62IdS
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4.4 Introductory Quantum Physics Conceptual Survey (IQPCS)
[A] Authors
Sura Wuttiprom, Majula Devi Sharma, Ian D. Johnston, Ratchapak Chitaree and Chernchock Soankwan
Syndey University Physics Education Research Group, School of Physics, University
of Sydney, NSW 2006 Australia
sharma@physics.usyd.edu.au
[B] Summary
A conceptual survey to investigate students’ understanding of introductory quantum
physics concepts. Constructed by examining course syllabi to establish content coverage, consultation with experts to extract fundamental content areas, and trialling with
open ended questions to determine how the selected content areas align with students’
difficulties.
[C] Citation
Sura Wuttiprom, Majula Devi Sharma, Ian D. Johnston, Ratchapak Chitaree and
Chernchock Soankwan
Development and use of a conceptual survey in introductory quantum physics
Intl. J. Sci. Ed. 31(5) 631-654 (2009)
[D] How to obtain
The instrument can be obtained by emailing the author
[E] Relevant literature
This link takes you to Google Scholar89 search for literature associated with this concept
inventory.
Google Scholar citation for this instrument 90
89
90
http://scholar.google.co.uk
http://bit.ly/tYBhBA
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5. Thermodynamics
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5.1 Heat Temperature Concept Evaluation (HTCE)
[A] Authors
Ronald Thornton
Center for Science and Mathematics Teaching, Departments of Physics and Education,
Tufts University, Medford, Massachusetts 0215, USA
csmt@tufts.edu
[B] Summary and Format
A 28 item survey on concepts of heat, temperature, and heat flow. Should take about
30-40 minutes to complete. All but one of the items are machine gradable. One item
requires drawing a graph and writing a sentence.
[C] Citation
R. Thornton, D. Sokoloff
Available online as detailed below.
[D] How to obtain
The instrument is available online91
91
http://physics.dickinson.edu/˜wp web/wp resources/wp assessment.html
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5.2 Thermodynamics Concept Inventory (TCI)
[A] Authors
K. Clark Midkiff, Thomas A. Litzinger, D. L. Evans
University of Alabama, Department of Mechanical Engineering, Box 870276, Tuscaloosa,
AL 35487-027, USA
cmidkiff@coe.eng.ua.edu
[B] Summary and Format
The TCI is an engineering thermodynamics concept test
[C] Citation
K. C. Midkiff, T. A. Litzinger, D. L. Evans
Development of Engineering Thermodynamics Concept Inventory Instrument
Presented at the 31st ASEE/IEEE Frontiers in Education Conference, October 10 - 13,
2001, Reno, NV.
Available online92
[D] How to obtain
Contact the author
[E] Relevant literature
This link takes you to Google Scholar93 search for literature associated with this concept
inventory.
Google Scholar citation for the TCI 94
92
http://ieeexplore.ieee.org/xpl/freeabs all.jsp?arnumber=963691
http://scholar.google.co.uk
94
http://bit.ly/sGzYli
93
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5.3 Thermal and Transport Concept Inventory (TTCI)
[A] Authors
Mary A. Nelson, Ronald L. Miller, Ruth A. Streveler, Barbara M. Olds, Monica R. Geist
449 Alderson Hall, Chemical Engineering Department, Colorado School of Mines,
Golden, CO 80401, USA
rlmiller@mines.edu
[B] Summary and Format
Faculty and students use the Thermal and Transport concept inventory (TTCI) assessment instrument to identify fundamental misconceptions about heat transfer, fluid
mechanics, and thermodynamics in engineering students. The TTCI consists of about
20-25 questions each in these domains and is focused on misconceptions identified in
a 3-round Delphi study performed in 2004. The instrument has undergone extensive
development and psychometric analysis.
[C] Citation
M. A. Nelson, R. L. Miller, R. A. Streveler, B. M. Olds, M. R. Geist
Using concept inventories for formative assessment of conceptual learning: A case study from
engineering
Presented at the Annual Meeting of the American Educational Research Association,
San Francisco, California April 7, 2006.
[D] How to obtain
The current version of the instrument (version 3.04) is available for use by qualified
engineering instructors. You may obtain a password to access the questions by sending an email to Dr. Ron Miller explaining the course(s) in which you’d like to use the
instrument. All data collected for your students will be provided for your use and will
also be included in an expanding TTCI database for use by researchers in conceptual
change and concept inventory instrument development.
[E] Relevant literature
This link takes you to Google Scholar95 search for literature associated with this concept
inventory.
Google Scholar citation for the TTCI 96
95
96
http://scholar.google.co.uk
http://bit.ly/uGfV0M
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5.4 Thermal Concept Evaluation (TCE)
[A] Authors
Shelley Yeo and Marjan Zadni
Dept of Imaging and Applied Physics, Faculty of Science and Engineering, School of
Science, Building 301 - Physical Sciences, Room 113, Bentley Campus, Curtin university, GPO Box U1987 Perth, Western Australia 6845
M.Zadnik@curtin.edu.au
[B] Summary and Format
26 question, 4-item MCQ on thermal concepts.
[C] Citation
S. Yeo and M. Zadni
Introductory Thermal Concept Evaluation: Assessing Students’ Understanding
The Physics Teacher, 39, 496-504, (2001)
[D] How to obtain
The instrument can be obtained online97
[E] Relevant literature
This link takes you to Google Scholar98 search for literature associated with this concept
inventory.
Google Scholar citation for the TCE 99
97
http://staff.science.uva.nl/˜eberg/Antwerpen/Diagnostische%20toetsen/Heat%20and%20TemperatureTPT%20YeoZ
http://scholar.google.co.uk
99
http://bit.ly/saGCoI
98
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6. Mathematics
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6.1 Mathematical Modeling Concept Evaluation (MMCE)
[A] Authors
Ronald Thornton, Priscilla Laws and Pat Cooney
4 Colby St., Center for Science and Math Teaching, Tufts University, Medford, MA
02155, USA
lawsp@dickinson.edu
[B] Summary and Format
This survey focuses on representation translation skills between equations (parameters in linear and quadratic equations) and graphs and between descriptions of physical systems and graphs of their rates of change. Nominally the survey has 37 items (25
functional dependence and 12 rates of change), but 10 of the items are matrix-like and
require 5 answers each. These items would have to be rearranged to permit machine
grading with Scantron sheets.
[C] Citation
R. Thornton, P. Laws, P. Cooney
Measuring and Improving Student Mathematical Skills for Modeling
Proceedings GIREP conference 2006: Modelling in Physics and Physics Education,
edited by E. van den Berg, A.L. Ellermeijer, O. Slooten,(Amsterdam, University of
Amsterdam), ISBN 9789057761775, p78-90
[D] How to obtain
The instrument can be obtained online100
[E] Relevant literature
This link takes you to Google Scholar 101 search for literature associated with this concept
inventory.
Google Scholar citation for the MMCE 102
100
http://physics.dickinson.edu/˜wp web/wp resources/wp assessment.html#MMCE
http://scholar.google.co.uk
102
http://bit.ly/szBjR0
101
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6.2 Statistics Concept Inventory (SCI)
[A] Authors
K. Allen, A. Stone, T. R. Rhoads, T.J. Murphy
Purdue University, Neil Armstrong Hall of Engineering, Suite 2000, 701 West Stadium
Ave., West Lafayette, IN 47907-2045, USA
dean.of.engineering@purdue.edu
[B] Summary and Format
The SCI is a a 32-item test. The scores and gains (from pre to post) are similar to
those found on early testing of the FCI in classes which use the traditional lecture
format. The SCI is divided into the categories Descriptive, Probability, Inferential,
and Graphical based on the results of factor analysis. Each category has around 9
questions.
[C] Citation
K. Allen, A. Stone, T. R. Rhoads, T.J. Murphy
The Statistics Concepts Inventory: Developing a Valid and Reliable Instrument
Proceedings, ASEE Annual Conference and Exposition (2004)
[D] How to obtain
Contact the author
[E] Relevant literature
This link takes you to Google Scholar 103 search for literature associated with this concept
inventory.
Google Scholar citation for the SCI 104
103
104
http://scholar.google.co.uk
http://bit.ly/uqNk9M
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6.3 Calculus Concept Inventory (CCI)
[A] Authors
Jerome Epstein
Department of Mathematics, Polytechnic University, 6 Metrotech Center, Brooklyn,
NY 11201, USA
jepstein@duke.poly.edu
[B] Summary
The CCI measures conceptual understanding in the most basic principles of differential calculus.
[C] Citation
J. Epstein
The Calculus Concept Inventory
WWW Document, http://www.openwatermedia.com/downloads/STEM(for-posting).pdf,
Accessed 27.11.11.
[D] How to obtain
Email the author
[E] Relevant literature
This link takes you to Google Scholar 105 search for literature associated with this concept
inventory.
Google Scholar citation for the CCI106
105
106
http://scholar.google.co.uk
http://bit.ly/w5d2yU
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7. Waves
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7.1 Wave Concept Inventory (WCI)
[A] Authors
T. R. Rhoads, R. J. Roedel
Ira A. Fulton Schools of Engineering, P.O. Box 9309, Arizona State University, Tempe,
AZ 85287-9309, USA
r.roedel@asu.edu
[B] Summary and Format
The WCI has 20 questions with 34 possible answers. Areas probed include visualization of waves, mathematical depiction of waves, and wave definitions. The WCI
allows more than one correct choice for most of the questions. Choosing more than
one answer correlates with increasing understanding of the material.
[C] Citation
T. R. Rhoads, R. J. Roedel, S. El-Ghazaly, E. El-Sharawy
The Wave Concepts Inventory - An Assessment Tool for Courses in Electromagnetic Engineering
Proceedings, Frontiers in Education Conference, Tempe, AZ, (1998).
[D] How to obtain
Email the author
[E] Relevant literature
This link takes you to Google Scholar 107 search for literature associated with this concept
inventory.
Google Scholar citation for the WCI108
107
108
http://scholar.google.co.uk
http://bit.ly/v20IHI
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7.2 Wave Diagnostic Test (WDT)
[A] Authors
Thomas L. O’Kuma , David P. Maloney , Curtis J. Hieggelke
Davidson College, Box 7171, Davidson, NC, 28035-7171, USA
tokuma@lee.edu
[B] Summary and Format
Ten questions on wave sketching/ranking waves in order based on their properties,
plus a certainty check at the end.
[C] Citation
T. L. O’Kuma , D. P. Maloney , C. J. Hieggelke
Wave Diagnostic Test (subset of questions from UMD Wave Diagnostic Test and Ranking Task
Exercises in Physics
[D] How to obtain
The instrument can be obtained online109
[E] Relevant literature
This link takes you to Google Scholar 110 search for literature associated with this concept
inventory.
Google Scholar citation for the WDT111
109
http://webphysics.davidson.edu/
http://scholar.google.co.uk
111
http://bit.ly/tps4yp
110
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8. Experimental
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8.1 Physics Measurement Questionnaire (PMQ)
[A] Authors
S. Allie, A. Buffler, B. Campbell, F. Lubben
University of Cape Town, Private Bag X3, Rondebosch 7701, South Africa
allie@physci.uct.ac.za
[B] Summary and Format
A 10 item survey probing students understanding of experimental practice, especially their understanding of the need for repeated measurements, the interpertation
of range, and uncertainty. Should take about 20-30 minutes to do.
[C] Citation
S. Allie, A. Buffler, B. Campbell, F. Lubben
First-year physics students’ perceptions of the quality of experimental measurements
Int. J. Sci. Educ. 20, 447-459 (1998)
[D] How to obtain
The instrument can be obtained online112
[E] Relevant literature
This link takes you to Google Scholar 113 search for literature associated with this concept
inventory.
Google Scholar citation for the PMQ 114
112
http://www.phy.uct.ac.za/people/buffler/pmqprobes.pdf
http://scholar.google.co.uk
114
http://bit.ly/tWavIz
113
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8.2 The Meaurement Uncertainty Quiz (MUQ)
[A] Authors
Robert Beichner, Duane Deardorff
246 Riddick Hall, Physics Department, NC State University, Box 8202, Raleigh, NC
27695, USA
Beichner@ncsu.edu
[B] Summary and Format
10 question, 4-item MCQ on measurement uncertainty understanding.
[C] How to obtain
The instrument can be obtained online115
115
http://www.physics.unc.edu/˜deardorf/uncertainty/quiz.html
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8.3 Concise Data Processing Assessment (CDPA)
[A] Authors
James Day and Doug Bonn
Department of Physics and Astronomy, University of British Columbia, Canada
bonn@physics.ubc.ca
[B] Summary and Format
A 10 question 5 item MCQ test developed to probe student abilities related to the
nature of measurement and uncertainty and to handling data.
[C] Citation
J. Day and D. Bonn
Development of the Concise Data Processing Assessment
Phys. Rev. ST Phys. Educ. Res. 7 010114 (2011)
[D] How to obtain
Email the author to obtain the instrument.
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8.4 A Data Handling Diagnostic (DHD)
[A] Authors
Ross K. Galloway, Simon P. Bates, Helen E. Maynard-Casely, Katherine A. Slaughter,
Hilary Singer
Physics Education Research Group, School of Physics and Astronomy, University of
Edinburgh Edinburgh UK
ross.galloway@ed.ac.uk
[B] Summary and Format
A 23-question MCQ test designed to probe data handling skills associated with interpretation and analysis of expertmental data.
[C] How to obtain
Email the author to obtain the instrument.
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9. Energy
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9.1 Energy Concept Surveys (ECS)
[A] Authors
Chandralekha Singh
University of Pittsburgh, 218A Allen Hall, 3941 O’Hara Street, Pittsburgh, PA, 15260,
USA
clsingh@pitt.edu
[B] Summary and Format
A 25 item multiple-choice and multiple-choice multiple-response survey probing conceptual understanding of work, energy, impulse, and momentum. Should take about
40-50 minutes to complete.
[C] How to obtain
The instrument can be obtained by emailing Chandralekha Singh at singh@bondi.phyast.pitt.edu.
A Finnish version is available form Antti Savinainen, antti.savinainen@kuopio.fi.
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9.2 Energy Concept Assessment (ECA)
[A] Authors
Lin Ding
1945 N. High Street, Columbus, OH 43210, USA
lding@mps.ohio-state.edu
[B] Summary and Format
The ECA was designed to evaluate students’ understanding of various energy topics.
It was designed for the Matter and Interactions mechanics course but items are suitable
for a variety of introductory physics courses.
[C] How to obtain
Email the author
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10. Astronomy
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10.1 Light and Spectroscopy Concept Inventory (LSCI)
[A] Authors
Erin M. Bardar
TERC, 2067 Massachusetts Avenue, Cambridge, Massachusetts 02140 USA
erin [underscore] bardar@terc.edu
[B] Summary and Format
A 26 item diagnostic test designed to measure students’ conceptual understanding
of topics related to light and spectroscopy, and to evaluate the effectiveness of instructional interventions in promoting meaningful learning gains in an introductory college
astronomy course.
[C] Citation
E. M. Bardar
Development and Validation of the Light and Spectroscopy Concept Inventory
AER, 5(2), 103-113, (2006)
[D] How to obtain
The instrument can be obtained online116
[E] Relevant literature
This link takes you to Google Scholar 117 search for literature associated with this concept
inventory.
Google Scholar citation for the LSCI 118
116
ftp://ftp.aip.org/epaps/astron educ review/E-AERSCZ-5-2006020/LSCIspring2006.pdf
http://scholar.google.co.uk
118
http://bit.ly/vfdLPX
117
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10.2 Astronomy Diagnostic Test (ADT)
[A] Authors
Beth Hufnagel and the CAER
Anne Arundel Community College, 101 College Parkway, Arnold, MD 21012-1895,
USA
brhufnagel@mail.aacc.cc.md.us
[B] Summary and Format
A 33-question pencil-and-paper multiple-choice survey. The 21 content questions of
the ADT address concepts included in most introductory astronomy courses for nonscience majors, include only concepts recognizable to most high school graduates, focus on one concept only, and avoid jargon.
[C] Citation
Collaboration for Astronomy Education Research
Development of the Astronomy Diagnostic Test
AER, 1 (1), 47, (2001)
[D] How to obtain
The instrument can be obtained by emailing Mike Zeilik at MZeilik@aol.com
[E] Relevant literature
This link takes you to Google Scholar 119 search for literature associated with this concept
inventory.
Google Scholar citation for the ADT120
119
120
http://scholar.google.co.uk
http://bit.ly/syEqee
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10.3 Astronomical Misconceptions Survey (AMS)
[A] Authors
Michael C. LoPresto, Steven R. Murrell
Henry Ford Community College, Dearborn, MI
lopresto@hfcc.edu
[B] Summary and Format
A 25 item MCQ test to probe the misconceptions of College level students about astronomy.
[C] Citation
M. C. LoPresto, S. R. Murrell
An Astronomical Misconceptions Survey
JCST, 40(5), 14-22. (2011).
[D] How to obtain
Email the author.
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10.4 Lunar Phases Concept Inventory (LPCI)
[A] Authors
Rebecca S. Lindell, James P. Olse
Physics, Astronomy and Chemistry Education Research Group, Southern Illinois University Edwardsville, USA
rlindel@siue.edu
[B] Summary and Format
The Lunar Phases Concept Inventory (LPCI) is a twenty-question multiple-choice inventory developed to aid instructors in assessing the mental models their students
utilize when answering questions concerning phases of the moon.
[C] Citation
R. S. Lindell, J. P. Olse
Developing the Lunar Phases Concept Inventory
AIP Conf. Proc. 720, 73-76, (2004)
[D] How to obtain
Email the author at the above address
[E] Relevant literature
This link takes you to Google Scholar 121 search for literature associated with this concept
inventory.
Google Scholar citation for the LPCI 122
121
122
http://scholar.google.co.uk
http://bit.ly/rAQwRL
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10.5 Star Properties Concept Inventory (SPCI)
[A] Authors
Janelle M. Bailey, Bruce Johnson, Edward E. Prather and Timothy F. Slater
Department of Curriculum and Instruction, University of Nevada, Las Vegas, USA
janelle.bailey@unlv.edu
[B] Summary and Format
This 23-item inventory contains items testing understanding of stellar properties, nuclear fusion and star formation.
[C] Citation
Janelle M. Bailey, Bruce Johnson, Edward E. Prather and Timothy F. Slater
Development and Validation of the Star Properties Concept Inventory
Intl. J. Sci. Ed. 1-30 (2011)
[D] How to obtain
Email the author at the address above.
[E] Relevant literature
This link takes you to Google Scholar 123 search for literature associated with this concept
inventory.
Google Scholar citation for the SPCI 124
123
124
http://scholar.google.co.uk
http://bit.ly/rEPVZ2
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10.6 Astronomy and Space Science Concept Inventory (ASSCI)
[A] Authors
Philip M. Sadler, Harold Coyle, Jaimie L. Miller, Nancy Cook-Smith, Mary Dussault,
Roy R. Gould
Harvard Smithsonian Center for Astrophysics, Cambridge, Massachusetts, 02138, USA
psadler@cfa.harvard.edu
[B] Summary and Format
Development of an extensive item test bank and associated instruments for K-12 national standards for astronomy and space science.
[C] Citation
P. M. Sadler, H. Coyle, J. L. Miller, N. Cook-Smith, M. Dussault, R. R. Gould
The Astronomy and Space Science Concept Inventory: Development and Validation of Assessment Instruments Aligned with the K12 National Science Standards
AER, 8 (1), 010111 (2009).
[D] How to obtain
Contact the author to obtain access.
[E] Relevant literature
This link takes you to Google Scholar 125 search for literature associated with this concept
inventory.
Google Scholar citation for the ASSCI 126
125
126
http://scholar.google.co.uk
http://bit.ly/ur8gRu
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11.1 Lawson’s Classroom Test of Scientific Reasoning (LAWSON)
[A] Authors
Anton E. Lawson
Arizona State University, Main Campus, College of Liberal Arts and Science, School of
Life Sciences, Organismal, Integrative, and Systems Biology, PO Box 874501, Tempe,
Arizona 85287-4501, USA
anton.lawson@asu.edu
[B] Summary and Format
22 item (’paired’ or ’two tier’) MCQ test consisting of ’what’ and ’why’ questions. The
test comprises questions testing identification and control of variables, proportional
and probabilistic reasoning and hypothetico-deductive reasoning.
[C] Citation
A. E. Lawson
The development and validation of a classroom test of formal reasoning
Journal of Research in Science Teaching, 15(1), 11-24, (1978)
[D] How to obtain
The test can be obtained by emailing the author.
[E] Relevant literature
This link takes you to Google Scholar 127 search for literature associated with this concept
inventory.
Google Scholar citation for the LAWSON 128
127
128
http://scholar.google.co.uk
http://bit.ly/sxwwYA
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11.2 Greenhouse Effect Concept Inventory (GECI)
[A] Authors
John Keller
Astrochemistry Laboratory, Code 691, NASA Goddard Space Flight Center, Greenbelt,
MD 20771
keller@nasa.gov
[B] Summary and Format
20 5-item MCQ, plus additional demographic questions at the end.
[C] Citation
J. Keller
Development of a concept inventory addressing students’ beliefs and reasoning difficulties regarding the greenhouse effect
PhD dissertationL Proquest Dissertations And Theses 2006. Section 0009, Part 0606
446 pages;
The University of Arizona; 2006. Publication Number: AAT 3237466. Source: DAI-B
67/10, Apr 2007
[D] How to obtain
Contact the author for access to the instrument.
[E] Relevant literature
This link takes you to Google Scholar 129 search for literature associated with this concept
inventory.
Google Scholar citation for the GECI 130
129
130
http://scholar.google.co.uk
http://bit.ly/tThc7i
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11.3 Chemistry Concept Inventory (ChCI)
[A] Authors
James Birk, Brook Jenkins, Richard Bauer, Steven Krause, Michael Pavelich
ASU Department of Chemistry and Biochemistry, Arizona State University, Physical
Sciences Building, Room D-102, PO Box 871604, Tempe, AZ 85287-1604, USA
jbirk@asu.edu
[B] Summary and Format
Sixty questions were developed to test understanding in chemistry. Thirty of these are
suitable for the first semester of a two-semester chemistry course, and the other thirty
are suitable for the second semester of the course.
[C] Citation
J. Birk, B. Jenkins, R. Bauer, S. Krause, M. Pavelich
Development and Application of a Chemistry Concept Inventory
Symposium on Research in Chemistry Education, 227th National Meeting of the American Chemical Society, Anaheim, CA, (2004).
[D] How to obtain
Available by contacting the authors131
[E] Relevant literature
This link takes you to Google Scholar 132 search for literature associated with this concept
inventory.
Google Scholar citation for the ChCI133
131
http://www.foundationcoalition.org/home/keycomponents/concept/chemistry.html
http://scholar.google.co.uk
133
http://bit.ly/tPHCHy
132
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11.4 Materials Concept Inventory (MCI)
[A] Authors
Richard Griffin, Steve Krause
Geotechnical and Geoenvironmental - Texas Transportation Institute, The Texas A and
M University System, 3135 TAMU, College Station, TX 77843-3135, USA
rbgriffin@tamu.edu
[B] Summary and Format
The goal is to develop a simple inventory to measure mastery of fundamental strength
of materials (SOM) concepts such as stress, strain and buckling.
[C] Citation
R. Griffin, S. Krause
Materials Concept Inventory
Under development: details online134
[D] How to obtain
Email the author for details about the instrument.
[E] Relevant literature
This link takes you to Google Scholar 135 search for literature associated with this concept
inventory.
Google Scholar citation for the MCI 136
134
http://www.foundationcoalition.org/home/keycomponents/concept/materials.html
http://scholar.google.co.uk
136
http://bit.ly/ukou9P
135
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11.5 Geoscience Concept Inventory (GCI)
[A] Authors
Julie Libarkin, Steve Anderson
206 Natural Science Building, Department of Geological Sciences, Michigan State University, USA
libarkin@msu.edu
[B] Summary and Format
A Geosciences concept test containing 68 currently validated items
[C] Citation
J. Libarkin, S. Anderson
Development of the Geoscience Concept Inventory
in Proceedings of the National STEM Assessment Conference, Washington DC, October 19-21, 2006, p. 148-158.
Available online137
[D] How to obtain
Available online138
[E] Relevant literature
This link takes you to Google Scholar 139 search for literature associated with this concept
inventory.
Google Scholar citation for the GCI 140
137
https://www.msu.edu/˜libarkin/GCI PUBLICATIONS files/LibarkinAndersonNSFrevised.doc
https://www.msu.edu/˜libarkin/gci.html
139
http://scholar.google.co.uk
140
http://bit.ly/tHa7Lv
138
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11.6 Nuclear Physics conceptual diagnostic survey
[A] Authors
Antje Kohnle, Stewart Mclean and Marialuisa Aliotta
School of Physics and Astronomy, University of St Andrews / University of Edinburgh
UK
ak81@st-andrews.ac.uk
[B] Summary and Format
An instrument designed to probe conceptual understanding in nuclear physics, including readioactive decay, binding energy, properties of the nuclear force and nuclear
reactions.
[C] Citation
Antje Kohnle, Stewart Mclean and Marialuisa Aliotta
Towards a conceptual diagnostic survey in nuclear physics
Eu. J. Phys. 32(1) 55 (2011).
[D] How to obtain
The instrument may be obtained by emailing the author.
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