Creating coupled-multiple response test items in physics and engineering for use in adaptive formative assessments

This Research Work-in-Progress paper presents ongoing work in engineering and physics courses to create online formative assessments. Mechanics courses are full of non-intuitive, conceptually challenging principles that are difficult to understand. In order to help students with conceptual growth, particularly if we want to develop individualized online learning modules, we first must determine student's prior understanding. To do this, we are using coupled-multiple response (CMR) questions in introductory physics (a mechanics course), engineering statics, and engineering dynamics. CMR tests are assessments that use a nuanced rubric to examine underlying reasoning elements students may have for decisions on a multiple-choice test and, as such, are uniquely situated to pinpoint specific student alternate conceptions. In this paper, we describe our research efforts to create CMR test items for use in an adaptive learning technology for targeted intervention for a student's unique learning needs. Our analysis was able to pinpoint some reasoning patterns that students employ to solve problems. We observed reasoning patterns that yield incorrect, partially correct, and correct answers. Our burgeoning process would aid instructors in tailoring their instruction or curricular materials for specific student needs.