Physics Evidence-Centered Assessment Project

Physics Evidence-Centered Assessment Project (PE-CAP)

Leveraging Evidence-Centered Design (ECD) to develop a valid, equitable, and flexible tool to assess conceptual understanding of kinematics and dynamics for introductory physics courses. A partnership of Michigan State University, The Ohio State University, and West Virginia University with funding from the National Science Foundation. Leadership Team: Rachel Henderson (MSU), Andrew Heckler (OSU), John Stewart (WVU), Gay Stewart (WVU), and Dena Izadi (MUS). Contributors: Elaine Christman (WVU), Brett Ballard (WVU), Paul Miller (WVU), Heather Mei (OSU), Harish Prakash (OSA), Rachel DeSantis (MSU), and Lucienne Kuzmanovska (MSU).

Vision

Project overview
Theory

Development Methods and Models
Items

Explore the Items and Instruments
Participate

Comment on Items, Join as Test Site, Provide Input
Contact Us

Email the leadership team

Project Vision

What do we hope to accomplish and why?

Motivation

Commonly used legacy instruments, such as the Force Concept Inventory (FCI) and the Force and Motion Conceptual Evaluation (FMCE), have been shown to have serious flaws including substantial psychometric problems which threaten their reliability and validity; these include issues of demographic fairness.

Our Vision

The Physics Evidence Centered Assessment Project (PE-CAP) will develop a set of 6 to 12 item subscales which measure different domains of qualitative kinematic and dynamics. One scale will be a broad measure of kinematic and dynamics which can be used as a replacement for the Force Concept Inventory (FCI) or the Force and Motion Conceptual Evaluation (FMCE).

Participate

Community input and participation is the core principle of PE-CAP. The new instruments should be the product of the physics community. You can help in many ways. Comment on or contribute items, share your assessment priorities, become a test site.

Theory

How are we going to do this and convince you we have done it well. Our current focus in 1D Kinematics. Other domains will be explored as the project evolves.

General Theory

This document discusses how all the pieces fit together to develop a convincing Assessment Argument.

Assessment Argument

This document presents the Assessment Argument which shows what evidence should be collected and evaluated to determine whether a student understands kinematics.