Efficient design of a one-hour unit test for introductory physics
Introduction
Designing a one-hour unit test for an introductory physics class can be quite challenging. We present an efficient format of a one-hour unit test that utilizes question groups for quantitative free-response problems and a binary system (True or False) for conceptual questions. This format promotes coherence and allows the instructor to test a wide variety of topics in a one-hour exam. For the 4 semesters in which the design has been implemented, average unit test scores have increased from 76% using traditional test format, to 79% using the efficient design.
This article describes all the details of the design, as well as sample tests: https://arxiv.org/ftp/arxiv/papers/1805/1805.02708.pdf
Sample one-hour unit test
Suppose I want to design a one-hour unit test for the following chapters:
Unit 1
Chapter 1: Preliminaries, measurements, uncertainty, units, significant figures
Chapter 2: One-dimensional Kinematics
Chapter 3: Two-dimensional Kinematics, projectile motion
Chapter 4: Dynamics, Newton’s Laws of Motion
In sample unit test below, we see that the test follows the same pattern in the syllabus. Question 1 has 5 sub-parts, and tests knowledge on measurements, uncertainty, error propagation, units, and significant figures. Question 2 covers kinematics, with projectile motion being the foremost example of kinematics in two-dimensions. Question 3 has 3 sub-parts, and covers dynamics and Newton’s laws, force of gravity, force of tension, normal force, frictional forces, static and kinetic friction, and acceleration. Question 4 is the True or False section, and covers general concepts based on this unit such as physical quantities, units and dimensions, significant figure, conversion factors, scalar and vector quantities, average and instantaneous velocity.
Advantages of the design
In this section, we discuss some of the advantages the efficient design format of a one-hour unit test has over a traditional design format:
1. The design of the test clearly reflects the chapters covered in a given unit.
2. A wide variety of topics covering the entire unit can be tested within an hour, so major topics are not left out.
3. The design consisting of both quantitative and conceptual problems gives student the ability to enhance problem-solving and critical thinking skills.
4. The exam can be completed within one hour, almost 80% of the students complete the exam within 50 minutes.
5. The design is unique: same design is used for test 1, test 2, and test 3, with each test consisting of 4 questions with sub-parts.
6. Each unit test is 4 pages long, with one question per page. This allows the student to focus on one central topic at a given time, so problems can be solved in a very coherent manner.
7. Using a binary (True or False) system instead of multiple-choice system with four choices in the conceptual section reduces the amount of time spent in this section.
8. The design facilitates grading: Grading becomes very easy and efficient. The student presents their steps, then box their final answer in the answer space provided. This makes it very convenient for the instructor. During grading, the instructor checks to make sure answer is correct. If the answer is incorrect, the instructors goes over the steps to identify areas where mistakes have been made. Partial credits are awarded accordingly based on the gravity of the mistake — is it a lack of understanding of fundamental principles or an algebraic problem. On the average, it takes about 6 minutes or less to grade one student test. This means for a typically class size of about 30 students, it only takes about 3 hours for the instructor to grade the entire test.
9. Many students have made very positive comments on effectiveness of the unit test design format when they submit comments sheet as part of student evaluation or feedback about the course design.
10. Table 1 shows average one-hour unit test scores using the traditional design and the efficient design formats. We observe that on the average, test scores for the tradition design format is 76% while for the efficient design, it is 79%.
11. The design provides an extra page for instructor’s feedback.
Conclusion
In summary, we have presented an efficient design of a one-hour unit test for an introductory physics course. We remark here that testing a wide variety of concepts in a single one-hour test is impossible to accomplish if the test is not designed efficiently. The design we have presented here enables flow of information within a given question. Having a single question on a central topic per page makes it easier for the students to the tackle the problem in a coherent manner. This design is beneficial over a design where questions are distributed haphazardly with little or no coherence. The design makes it possible to assess both problem-solving skills via quantitative problems, and critical thinking skills via conceptual problems. The design also facilitates grading. This design should be used for any introductory level as well as upper-level physical science courses. The coherent nature in which the questions are presented could be exploited even for use in advanced graduate-level courses or for exams in which more than one-hour is allowed. We encourage the instructor to adapt the design to suit their syllabus, while maintaining the coherence, as well as other features unique to the design.
