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Standardized conceptual assessment represents a widely-used tool foreducational researchers interested in student learning within the standardundergraduate physics curriculum. For example, these assessments are often usedto measure student learning across educational contexts and instructionalstrategies. However, to support the large-scale implementation often requiredfor cross-institutional testing, it is necessary for these instruments to havequestion formats that facilitate easy grading. Previously, we created amultiple-response version of an existing, validated, upper-divisionelectrostatics diagnostic with the goal of increasing the instrument'spotential for large-scale implementation. Here, we report on the validity andreliability of this new version as an independent instrument. These findingsestablish the validity of the multiple-response version as measured by multipletest statistics including item difficulty, item discrimination, and internalconsistency. Moreover, we demonstrate that the majority of student responses tothe new version are internally consistent even when they are incorrect, andprovide an example of how the new format can be used to gain insight intostudent difficulties with specific content in electrostatics.

Validation and analysis of the coupled multiple response Colorado upper-division electrostatics (CUE) diagnostic