Developing Actionable Feedback for Established Research-Based Assessments 

One of the major goals of Physics Education Research (PER) has been to support faculty who teach physics. One way researchers do this is by constructing assessments to give actionable feedback to instructors on ways they can improve their courses. Next-generation research-based assessments (RBAs) have been created with actionable feedback for instructors at the core of the design process. We aim to write actionable feedback to be added to first-generation RBAs to support instructional change for instructors who use these assessments. In order to do this, we must first investigate what learning outcomes these assessments are measuring. We will report on our findings as to whether a first-generation assessment lends itself to our process and how we plan to go forward.