A new direction for conceptual assessment in physics

Project highlights:

• A project to bring together work in Physics Education Research and Educational Technology at the Open University, to understand how Artificial Intelligence can be used to improve students’ understanding of core concepts in Physics, and how to support physics educators in teaching those concepts.
• The researcher will use student responses gathered from free-response version of the Force Concept Inventory to develop models of student (mis)understandings of core physics concepts. These models will be used to support students and teachers in the pedagogical understanding of those topics.

Project description:

Previous work, led from the School of Physical Sciences at the Open University [1, 2], has developed and tested a version of the well-known Force Concept Inventory [3] based on automatically marked free-response items rather than conventional multiple-choice questions. The free-response version, which is currently being refined for wider roll-out, was developed to run in both the Moodle Pattern Match question type and in Isaac Physics. Its evaluation showed the potential for the use of technology of this sort for other concept inventories, in addition to its use in mainstream assessment in physics [4].

Ongoing work on the Free-response FCI is addressing pressing educational research questions in physics relating to demographic bias and questioning the knowledge model that underpins the original multiple-choice format of the FCI.

Taking this work forward, we intend to develop a hybrid FCI instrument which adaptively personalises the questions and question format to evaluate student learning efficiently and effectively.

There is scope for successful applicants to take the project in a number of directions. Important aspects of this work involve:

1. Understanding the factors affecting a student’s performance on individual questions (latent physics ability, question format, demographic fairness, etc).
2. Understanding the needs of students and educators on a formative feedback system,and how the use of particular question formats can augment traditional class-level statistics.
3. Developing the technology to support a pedagogically-informed adaptive formative assessment and feedback system.

The project will be based on the collection and analysis of a large data set of student responses to concept inventory and conventional assessment questions in physics, across the sector, and on more qualitative investigation into student understanding and perception.

Qualifications required: An upper second class BSc or MPhys or MSc in physics or a closely related discipline, and some demonstrable interest in education. Experience of educational research methodologies, both quantitative and qualitative, would be an advantage.

How to apply

If you would like to apply then please read the guidance on applying for a PhD studentship here and e-mail the following to STEM-SPS-PHD@open.ac.uk by the application deadline 23rd January 2025 :

• a completed Application form UK if you are classed as a home student, or Application form non-UK if you are an international student.
• an up to date CV.
• a list of individual courses taken and grades obtained.
• a personal statement.
• any other relevant information that you think may support your case for consideration.

You do not need to submit a research proposal, as it is already defined by us. You are encouraged to contact the lead supervisor of the project(s) for any informal enquiries.

Interviews will take place remotely on 5-7 February 2025. 

Advice and Guidance

Please contact STEM-SPS-PHD@open.ac.uk with any questions about general administration, eligibility, suitability, funding or the nature of the PhD research. Our PhD administrators Debbie Briggs/Charlotte Coakley and postgraduate research tutor Richard Greenwood will be happy to answer any questions you may have.

If you have questions about specific projects, please contact the lead supervisor named on the project.

We are committed to widening participation and awarding PhD studentships to a diverse community of applicants. We particularly welcome applications from under-represented groups. Equal Opportunity is University policy.