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Measurement uncertainty plays a critical role in the process of experimentalphysics. It is useful to be able to assess student proficiency around the topicto iteratively improve instruction and student learning. For the topic ofmeasurement uncertainty, we developed an assessment tool called the Survey ofPhysics Reasoning on Uncertainty Concepts in Experiments (SPRUCE), which aimsto assess students' knowledge, and use of, a variety of concepts related tomeasurement uncertainty. This assessment includes two isomorphic questionsfocused on comparing two measurements with uncertainty. One is presentednumerically and the other pictorially. Despite the questions probing identicalconcepts, students answer them in different ways, indicating that they rely ondistinct modes of representation to make sense of measurement uncertainty andcomparisons. Specifically, students score much higher on the pictoriallyrepresented item, which suggests possible instructional changes to leveragestudents' use of representations while working with concepts of measurementuncertainty.

Representational differences in how students compare measurements