An Instrument For Assessing Knowledge Gain In A First Course In Circuit Theory

Although there has been considerable research on the development and use instruments to measure the effectiveness of various pedagogical approac introductory physics classes (Hestenes et al. 1 , Hestenes et al 2 , Hake 3 , Saul e science courses (for example, see Vosniadou 5 ), there is relatively little similar w done to develop assessment instruments for the first circuit theory course electrical and computer engineering. Given the large numbers of students natio such a course, the challenge this course presents to beginning engineering s introduction of new approaches to teach this material, an instrument similar to th physics is needed to identify student misconceptions at the beginning of the clas the normalized learning gain at the end of the class (Hake 3 ). Thes