Laboratory Performance Tests at the University of Minnesota

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Abstract
The frequent discrepancies between paper-and-pencil grades of science students and their performance in the laboratory point to the need for behavior-sampling tests: Experience with performance tests at the University of Minnesota has shown that their use (1) increases the spread of grades, (2) results in greater motivation, and (3) facilitates the measurement of instructional outcomes. Typical tests in mechanics, electricity, sound, and optics are reproduced and the important phases of the testing program are described. The detailed statistical analysis of the mechanics performance test points to the need of additional experimentation in this field.

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