1. ATM - Is it just another physics test with a TLA?
Aaron Titus
High Point University
NCSAPT Spring 2003 at NC A&T

2. My goal... To develop an animated test of two-dimensional motion
To learn how to develop a valid and reliable test
To gain additional insight into the benefits and/or drawbacks of animated tests

3. A model for test development
Beichner’s Test of Understanding Graphs -- Kinematics (TUG-K)
Don’t forget to create a good acronym!

4. Objectives Students should understand
displacement
average velocity
instantaneous velocity
average acceleration
instantaneous acceleration
But how do we measure their understanding?

5. Tasks Use data to calculate important quantities. Draw vectors
Interpret graphs
Make measurements from graphs

6. The test 9 multi-part questions covering 21 tasks 9 animations
Viewing or interacting with the animation should be necessary to solve the problem.
One animation can be used for multiple questions
Animations should include 1-D motion, constant velocity, constant acceleration, and non-constant acceleration situations.
Animations should include “realistic” situations.

7. Field testing... The test is way too long!
perhaps some objectives can be combined
If you can calculate the magnitude of displacement, then you can probably calculate the magnitude of instantaneous velocity, instantaneous acceleration, etc.
perhaps more conceptual questions can be used
making measurements and do calculations takes time.

8. Field Testing...
The test relies on mathematical ability and understanding of vectors
Is this necessary to demonstrating understanding of 2-D motion?
Does this limit the ability of the test to identify weaknesses in conceptual understanding?
Is conceptual understanding really that different from problem solving?