Assess learners' ability to analyze empirical evidence and theoretical mechanisms by which peer instruction and clicker-based formative assessment affect conceptual change and metacognition in undergraduate physics. Items will probe study design and validity (pre/post tests, control groups, concept inventories), quantitative analysis (normalized gains, effect sizes, mixed models), operationalization and measurement of metacognition, identification of confounds, and synthesis of evidence-based recommendations for course design and assessment improvement.