The Benefits and Challenges of a Quantum Computing Concept Inventory

TL;DR

This paper investigates the need for a standardized, non-mathematical assessment to gauge conceptual understanding in quantum computing education. It employs a preliminary qualitative study with $n=8$ international experts to identify core concepts and potential question formats, highlighting substantial conceptual content even before mathematics. The authors argue for adopting an Adams-Wieman-style development process to ensure validity, reliability, and cross-institution comparability, and discuss the required international buy-in and design strategies to avoid jargon. The findings point to core concepts such as coherence/decoherence, entanglement, interference, measurement, the no cloning theorem, probability, quantum state, and superposition as foundational, and propose concrete guidelines for item construction anchored in experimental outcomes. The work lays groundwork for a scalable, benchmarked educational tool that could accelerate quantum literacy and workforce readiness globally.

Abstract

A Quantum Computing Concept Inventory is needed for the acceleration of uptake of best practice in quantum computing education required to support the quantum computing workforce for the next two decades. Eight experts in quantum computing, quantum ommunication or quantum sensing were interviewed to determine if there is substantial non-mathematical content to warrant such an inventory and determine a preliminary list of key concepts that should be included in such an inventory. Developing such an inventory is a challenging task requiring significant international 'buy-in' and creativity to produce jargon-free valid questions which are accessible to students who are yet to study quantum mechanics.