ConceptTests

ConceptTests are brief, often one to five-question assessments, designed to probe students' conceptual understanding of a topic rather than their procedural fluency. They are used across STEM disciplines and in other fields to identify misconceptions and to guide instruction.

The approach is closely linked with active learning and is a core component of peer instruction, where students first answer individually, then discuss their reasoning with peers before answering again. The goal is to make students articulate their ideas and confront alternative explanations.

Design principles include targeting a single concept per question, keeping items concise, and using multiple-choice formats with distractors that reflect common misconceptions. Clear stems and plausible alternatives help reveal what students truly understand.

Administration typically occurs during class using clickers or polling software, but can also be conducted online. Instructors review results immediately and may provide brief explanations or adjust the next instructional steps based on the distribution of answers.

Variants and scope: ConceptTests in physics are often associated with ConcepTests popularized by Eric Mazur, but the term is used more broadly in science and engineering education. They differ from formal concept inventories in that they are configured for in-class, formative use rather than cumulative assessment.

Benefits and challenges: ConceptTests can reveal hidden misunderstandings, increase student engagement, and provide timely feedback. They require careful item design and regular practice to avoid superficial correctness. In large classes, efficient administration and equitable participation are important considerations.