Goldhaber_QMAT_PERC09 (2)

Goldhaber_QMAT_PERC09 (2) - Transforming Upper-Division...

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Transforming Upper-Division Quantum Mechanics Learning Goals and Assessment Steve Goldhaber †‡ , Steven Pollock , Mike Dubson , Paul Beale and Katherine Perkins †‡ Physics Dept., University of Colorado, Boulder, CO (per.colorado.edu), The Science Education Initiative (www.colorado.edu/sei) Introduction QM I Transformation at CU Approach: Used results from PER 1–4 Developed learning goals (see next column) Classroom Techniques: Integrated concept tests into lecture Modified Homework: justification of reasoning, estimation and math - physics connections Hosted group homework sessions Added tutorial sessions focusing on areas of known student difficulty 3,8 Assessment: Developed the QMAT Learning Goals Faculty input via interviews and a series of meetings 18 faculty contributed their time Sample skill-oriented goal: “Students should be able to sketch the physical parameters of a problem (e.g., wave function, potential, probability distribution), as appropriate for a particular problem.” Sample content-specific goal: “Given a wave function and an observable operator, students will be able to calculate that operator’s expectation value” Measuring Learning QMAT goals: Reflect faculty learning goals Assess student learning difficulties Help faculty improve QM instruction Question development: Student interviews: elicit learning difficulties (5) assess question validity (21) Administered: Dec. 08 (N = 27), Apr. 09 (N = 36) QMAT has 14 questions, 28 separate question items (mostly free response) Overall QMAT Results Spring 2009 student results grouped into 5 categories of learning goals covered by the QMAT. Meas. TISE WF Time Prob. 20 40 60 80 100 Average % Meas. = Measurement TISE = Time Independent Schr¨ odinger Equation WF = Wave Functions / boundary conditions Time = Time Development Prob. = Probability / Probability density Error bars indicate the standard error of the mean.
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