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As part of an ongoing investigation of student learning in upper-divisionquantum mechanics, we needed a high-quality conceptual assessment instrumentfor comparing outcomes of different curricular approaches. The 14 itemopen-ended Quantum Mechanics Assessment Tool (QMAT) was previously developedfor this purpose. However, open-ended tests require complex scoring rubrics,are difficult to score consistently, and demand substantial investment offaculty time to grade. Here, we present the process of converting open-endedquestions to multiple-choice (MC) format. We highlight the construction ofeffective distractors and the use of student interviews to revise and validatequestions and distractors. We examine other elements of the process, includingresults of a preliminary implementation of the MC assessment given at Cal PolyPomona and CU Boulder.

Constructing a Multiple-Choice Assessment For Upper-Division Quantum Physics From An Open-Ended Tool