探究学生思维的挑战性任务：来自量子计算的一个例子
Assessing student learning in quantum computing: Lessons from developing a test item on phase kickback
AI总结：
本文通过量子计算概念调查中的第15题，揭示学生在量子计算中的思维现象，并警示单选题评估学生思维的局限性。
摘要：
物理教育研究（PER）研究学生如何学习物理，但即使是PER从业者也难以探测学生思维的细微差别。本文介绍了量子计算概念调查（QCCS）中的第15题。该评估题目在团队内部经历了比其余19个评估问题总和更多的修订和讨论。本文提供了该评估题开发的幕后故事：不仅揭示了关于量子计算学生思维的有趣发现（特别是相位踢回现象），还为任何试图通过单选题评估学生思维的教师或研究者提供了警示故事。
英文摘要：
A major challenge for quantum workforce development is the need to both understand and reliably assess student learning of quantum information science (QIS) fundamentals. Yet student thinking is notoriously difficult to probe, even for seasoned education researchers. This article presents the story of Item 15 on the Quantum Computing Conceptual Survey (QCCS). This assessment item underwent more revision and discussion within the team than the remaining 19 assessment questions combined. This paper provides a behind-the-scenes look at the development of this assessment question: a story that both reveals interesting findings about student reasoning in quantum computing and illustrates why quantum education researchers insist on triangulating diverse quantitative and qualitative data sources when developing and refining assessment items, with implications for any researcher looking to understand and measure student conceptual reasoning in quantum computing, as well as for QIS curriculum and workforce development more broadly.
机构、总结、中文摘要均由AI分析而来，可能存在错误，请以论文正文为准。
