CLASS

CLASS: Colorado Learning Attitudes and Science Survey More information available at http://www.colorado.edu/sei/class/ Sample Items 1. Nearly everyone is capable of understanding physics if they work at it. 2. Knowledge in physics consists of many disconnected topics. 3. Reasoning skills used to understand physics can be helpful in everyday life. Basics Developed at the University of Colorado (C.U.), Boulder by W. Adams, N. Podolefsky, M. Dubson, N. Finkelstein and C. Wienam (2005) Originally designed for undergraduates in introductory physics courses 42 questions completed with a Likert-scale Scoring is done by the percentage of responses that agrees with the experts' view Often monitor attitudinal shifts in results from pre- to post-test Can be accessed online for an online form or could be printed and administered by hand Designed to measure student beliefs about physics and learning physics for students in a wide variety of physics courses One question (#31) is solely designed to eliminate surveys from students not carefully reading the statements Dimensions Real world connections Personal interest Sense making/effort Conceptual connections Applied conceptual understanding Problem solving, general Problem solving, confidence Problem solving, sophistication

Administration Instructors announced survey in-class and e-mail Students had a 3-7 day window to take survey Instructors sent a follow-up reminder for non-respondents Small grade incentive for completing Scores retained for analysis in the study for students who filled out survey pre/post

Improvements from Previous Tests Questions are clear and concise with only one interpretation

Validated with students and faculty Validated both by interviews and rigorous statistical analysis

Exploratory factor analysis found category measures with high statistical reliability

Test-Retest Reliability Compared 3 semesters of incoming survey responses for LSRU students in algebra (N ~ 400) and calculus based (N ~ 500) physics Student population relatively stable
Agree Algebra Based Phys I Calculus Based Phys I 0.98 0.99 Neutral 0.88 0.88 Disagree 0.98 0.98

Very consistent responses across semesters

Test-Retest Reliability (Fall 04 to Spring 05) Slightly lower for neutral responses, which isnt surprising:

Validity Studies Face Validity: Interviews with experts and students Initial: 34 students, variety of institutions, half male, only 20% non-Caucasian Students interpreted statements correctly

Construct validity: Reduced basis factor analysis Predictive Validity: Correlation with beliefs and performance Concurrent Validity: Aligns with expected results Analysis shows survey responses measure certain expected results Very little information is given in manual

Validation Survey at Hispanic-Serving Institution At Florida International University, ~60% of total population is Hispanic 94% of the predominantly Hispanic students interpret the CLASS items correct only four items with a consistency level of less than 90% with the original CU students Item 3 % interpreted correctly p value 89 0.66 Item 6 74 0.065 Item 13 86 0.424 Item 21 62 0.007

item 21: If I want to apply a method used for solving one physics problem to another problem, the problems must involve very similar situations.

Proposed Validity Study Interpretation of Test-Takers Scores download Excel spreadsheet from the CLASS website above follow directions on first tab

References Adams, W. K., Perkins, K.K., Podolefsky, N.S., Dubson, M., Finkelstein, N.D., and Wieman, C.E. (2006). New instrument for measuring student beliefs about physics and learning physics: The Colorado Learning Attitudes about Science Survey. Physical

Review Special Topics. 2.1, 1-14.

Sawtelle, V., Brewe, E., and Kramer, L. (2009). Validation Study of the Colorado Learning Attitudes about Science Survey at a Hispanic-serving Institution. Physical Review

Special Topics. 5.2, 1-5.

Questions? Katie Foote: ktfoote@ncsu.edu Colleen Lanz: cblanz@ncsu.edu Will Sams: wrsams@ncsu.edu