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As part of a large-scale assessment project at a large university, weadministered weekly pre-tests and bi-weekly post-tests in the recitationsections of our introductory classes over four semesters from Spring 2010through Fall 2011. The post-tests were administered as graded quizzes and weredeveloped to assess problem solving, laboratory, calculational and conceptualskills that had been the focus of instruction in lab, lecture and recitationsessions. They were not comprehensive, but gave us 'snapshots' of students'abilities throughout the semester. They were used in conjunction with otherforms of assessment, such as conceptual inventories, to give us a broaderpicture of the state of our undergraduate classes, recitation sections andlaboratories. The written pre- and post-tests, which required students to showtheir work and explain their reasoning, yielded different information onstudents' skills than the conceptual inventories. On almost all of thequestions, the students in the inquiry-based course performed better than allof the other students in both the calculus-based and algebra-based classes.This study indicates that the inquiry-based students perform better atfree-response questions that require students to show their work and explaintheir reasoning, even though their conceptual inventory scores are notsignificantly different from students in large lecture sections taught withPhysics Education Research-informed (PER-informed) laboratories, recitationsand lectures, as reported in a previous paper. This indicates a need fordifferent and/or more comprehensive assessment instruments to evaluate theeffectiveness of introductory materials and instructional techniques that canbe compared across classes and universities.

Lessons from a Large-Scale Assessment: Results from Free Response Pre- and Post-testing in Electricity and Magnetism