FAQ:

What does the test measure?

The test measures the ability of a student to use fundamental concepts of Statics to answer questions. It is a multiple-choice test that involves conceptual reasoning, but no significant computation. There are 27 questions, which comprise 9 distinct concepts. These concepts include: free body diagrams, equilibrium, static equivalence, and the directions of forces between bodies that contact or connect in various ways.

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What courses is this test appropriate for?

The test is appropriate for Statics courses, for courses which have Statics as a pre-requisite, such as Dynamics and Mechanics of Materials, and for more advanced mechanics, structures or machine design classes.

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When would I administer this test?

Statics course

You should administer the test at the end of the course, or preferably shortly before the end. If you administer the test before the end of the class, you and your students can have the results back and use them for remedial discussions of the questions. Some instructors also wish to have students take the test at the beginning of the course, to establish a baseline of understanding. However, for most schools, the distribution of scores at the beginning of statics is similar to random guessing, and so the data are rarely valuable.

Courses that follow-on from Statics

The test should be given as near as possible to the beginning of the semester. For these courses, one is looking to gauge the level of understanding of students as they start the course. Based on the test results, you can decide if remedial discussions or assignments are appropriate.

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I want my students to take this test. What steps do I take?

You must decide if you want students to take the test on the web or with pencil and paper in class.

Web Version:

1. Tell us the time period (say one or two weeks) in which students will take the test.

2. Tell us the results that the system should email to each student after completing the test. For students at the beginning of statics, we recommend sending them nothing. For students at the end of Statics or in all follow-on courses, we recommend sending all results (total score, fraction correct of each concept, and answer they gave for each question). Depending on any follow up that you choose to do, students can make use of the information they receive.

3. Post the assignment for your students to take the test. Your posting will give students the URL and Class code (which we provide once you register). We have a brief template of the assignment that you can use or modify.

Pencil and Paper Version:

1. Request a copy of the test from us, as well as an answer sheet to print out. You can use Scantron sheets if you have the technology to do so.

2. Make copies of test and arrange a time for students to take the test.

3. Provide data to us in the form of a standard spreadsheet. This includes student identifier(s), and the answer chosen (A, B, C, D or E) for each question for each student.


In either case, it is up to the instructor to motivate students to answer questions to the best of their abilities, while not collaborating with others.

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What results will I get back?

You will receive results for each student as well as class averages. For each student, you will get their total score, the score on each of the component concepts, and the score (right or wrong) on each question. After the completion of a semester, we post test results for the full set of schools who took the test on the web.

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How confidential are the results?

No one other than the instructor and the PI of the CATS project see test results of individual students. Names of students or instructors are never posted. Results for different educational institutions are available on our web site. However, the name of the institution is listed only with instructor permission.

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How can I get a copy of the test to look at?

Instructors may contact us here, and we will be happy to email the test for you to review.

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How was the test arrived at?

Field studies of errors that students typically make in Statics were conducted. The errors were analyzed and categorized into consistent types, with a focus on conceptual errors, rather than errors of computation. Finally, a set of fundamental concept clusters was derived and articulated. Test questions were devised that address many aspects of these concepts. The wrong answers on the questions were intentionally chosen to coincide with typical errors committed by students.

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Is there background literature on the test?

A paper summarizing the studies of typical errors and articulating the fundamental concepts and errors in Statics is: Statics Concepts paper for FIE 2004.pdf

A paper describing the origin of the test, its organization (2003-2004 version), and initial results of using the test at several universities is: Statics Concept Inventory Steif Dantzler.pdf

A paper with more detailed psychometric analyses based on a larger set of results (2004-2005 version), including comparisons with class performance in Statics is: Statics Concept Inventory Steif Hansen.pdf

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