PE-CAP -- Redesigning Legacy Conceptual Inventories: Partnering with Introductory Physics Instructors to Develop Equitable and Flexible Assessments for Kinematics and Dynamics

Widely used instruments such as the Force Concept Inventory and the Force and Motion Conceptual Evaluation have greatly advanced Physics Education Research. However, these assessments exhibit notable limitations, including psychometric weaknesses that affect their reliability and validity. To better reflect contemporary teaching practices and the diversity of today's students, there is a critical need to redesign these tools. This collaborative, NSF-funded project (DUE-2235518, DUE-2235595, and DUE-2235681) seeks to develop a flexible, community-driven instrument built from a library of valid and reliable items. In this talk, we will share preliminary data from instructors across the country, highlighting current assessment practices and emphasizing the importance of community feedback. Our data provides insights into developing assessment tools in addition to individual strategies to gauge real-time class understanding. Additionally, there's a focus on using these introductory classes to build professional skills through assessments and course design. We invite introductory physics instructors to actively participate in this study, sharing their insights and experiences to ensure the development of an equitable and flexible assessment tool. Engaging a diverse group of educators will be essential in enhancing physics education for all students.