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This paper reports on an investigation into the correlations betweenstudents' understandings of introductory astronomy concepts and the correctnessand coherency of their written responses to targeted Lecture-Tutorialquestions. We assessed the correctness and coherency of responses from 454college-level, general education, introductory astronomy students enrolled incourses taught in the spring of 2010, 2011, and 2012. We hypothesized thatstudents who consistently provided responses with high levels of correctnessand coherency would outperform students who did not on multiple measures ofastronomy content knowledge. We compared students' correctness and coherencyscores to their normalized gains on the Light and Spectroscopy ConceptInventory (LSCI) and to their scores on closely-related exam items. Ouranalysis revealed that no significant correlations exist between students'correctness and coherency scores and their LSCI gain scores or exam itemscores. However, the participant group in our study did achieve high scores onthe LSCI and on closely-related exam items. We hypothesized that thesedifferences are due to the discussions that take place between students whichsuggests that instructors who teach with active engagement instructionalstrategies should focus their implementation on ensuring that their studentsfully engage in the richest possible discourse.

An Investigation into the Correlations between Students' Written  Responses to Lecture-Tutorial Questions and their Understandings of Key  Astrophysics Concepts