Figure 3.

Question 1 shows a traditional physics problem, while question 2 illustrates a conceptual problem that uses well-documented misconceptions as distracters (Mazur, 1997, p. 5). We have not yet progressed to the point that we have research-based and validated concept questions for biology, but we offer an example here. Question 3 has the form of a concept inventory question, whereas question 4 is a more typical multiple-choice question. This sort of question would appear as part of a domain-specific BCI rather than a basic BCI. Currently, it is worded in the language of professors of biology rather than that of students. Through the interview process, we would identify the language we need to use in the question and in the candidate responses that captures students' conceptual understanding rather than their ability to give a learned response.