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We developed five 30-minute topical quizzes in an introductory electromagnetism course (n~150) at MIT, and administered them electronically in class. For each problem on the quiz, students were given a randomized variant from a subset of three variants. We analyzed both the self-consistency of these quizzes and their correlation with other components of the course, including the final exam. We also looked at correlations between “types” of problems on both quizzes and the final. Finally, we sought to determine what problem variants, if any, were statistically significantly different from their counterparts within a problem. Quizzes, as a category, correlated more strongly with the final exam than any other component of the course, including the midterm exam. We argue that frequent quizzes are an effective and superior assessment compared to other assessments in the course. We intend to make these materials available to instructors at other institutions.

AAPT SM 20

Topical, Randomized Quizzes in Electromagnetism

topical quizzes

online quizzes

weekly quizzes

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AAPT SM 21

technical paper

The 2020 AAPT Virtual Summer Meeting brought together physics educators from around the globe to learn about the latest in physics theory, research methodology and education from leaders in their field. The program featured plenary speakers, sessions, workshops and many special activities.

For more information please visit the 2020 AAPT Virtual Summer Meeting page at: https://www.aapt.org/Conferences/SM2020/index.cfm.


The 2020 AAPT Virtual Summer Meeting brought together physics educators from around the globe to learn about the latest in physics theory, research methodology and education from leaders in their field. 

Students in undergraduate introductory physics courses do not always appreciate the importance of computational skills when it comes to physics. To help motivate students in this area, I have developed a simple game that introduces students to a few essential computational constructs: loops, if-statements, and Euler-Cromer integration. The game involves physics that cannot be done on paper. Students played the game on the first day of class, and then were tasked with reproducing the game. As a class, the students generated a checklist of essential features. Each then used the checklist to program a reproduction of the game. Students worked at their own pace, with only minimal instruction on computation in the beginning of the semester. I discuss successes and lessons learned.

Hungry Hungry Hamsters: Intro Physics Students Program a Game

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Supporting student understanding of linear fitting with non-identical uncertainties

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Sensemaking Instruction in Introductory Physics

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Daily Bell Ringers: Short activities impacting science identity, pedagogical knowledge, and students’ science attitudes

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Assessing mathematical reasoning:The Physics Inventory of Quantitative Literacy (PIQL)

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They're smarter than us: Algebra-based learning assistants in calculus-based labs

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“Big Data” Analysis of Postsecondary Student Engagement and Performance: Insights and Perils

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Topical, Randomized Quizzes in Electromagnetism

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