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Student learning in instructional physics labs is a growing area of researchthat includes studies exploring students' beliefs and expectations aboutexperimental physics. To directly probe students' epistemologies aboutexperimental physics and support broader lab transformation efforts both at theUniversity of Colorado Boulder (CU) and nationally, we developed the ColoradoLearning Attitudes about Science Survey for Experimental Physics (E-CLASS).Previous work focused on establishing the accuracy and clarity of theinstrument through student interviews and preliminary testing. Ongoingvalidation efforts include establishing the extent to which studentepistemologies as measured by E-CLASS align with other measures of studentlearning outcomes (e.g., course grades). Here, we report on correlationsbetween final course grades and E-CLASS scores from two semesters ofintroductory and upper-division lab courses at CU and discuss implications ofour findings for the validity of the E-CLASS instrument.

Correlating students' beliefs about experimental physics with lab course success