Does confidence in a wrong answer imply a misconception? by Michael M. Hull, Alexandra Jansky, Martin Hopf

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Improving test security and efficiency of computerized adaptive testing for the Force Concept Inventory by Jun-ichiro Yasuda, Michael M. Hull, Naohiro Mae

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Visualizing depth of student conceptual understanding using subquestions and alluvial diagrams by Jun-ichiro Yasuda, Michael M. Hull, Naohiro Mae

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Assessing mathematical sensemaking in physics through calculation-concept crossover by Eric Kuo, Michael M. Hull, Andrew Elby, Ayush Gupta

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Problem-solving rubrics revisited: Attending to the blending of informal conceptual and formal mathematical reasoning by Michael M. Hull, Eric Kuo, Ayush Gupta, Andrew Elby

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Optimizing the length of computerized adaptive testing for the Force Concept Inventory by Jun-ichiro Yasuda, Naohiro Mae, Michael M. Hull, Masa-aki Taniguchi

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Analyzing false positives of four questions in the Force Concept Inventory by Jun-ichiro Yasuda, Naohiro Mae, Michael M. Hull, Masa-aki Taniguchi

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Unexpected attitudinal growth in a course combining reformed curricula by Michael M. Hull, Beth A. Lindsey, Matthew Archambault, Kathleen Davey, Amy Y. Liu

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