The following Facets are an extension of the list developed by Jim Minstrell, et. al.  Below is an excerpt from the Facets website:
This coding scheme was begun in 1987. It is based on a "Knowledge in Pieces" perspective derived from our earlier attempts to construct frameworks to organize students' conceptual understanding and from a theoretical view developed by A. diSessa. The Facet codes are slight abstractions of what students say or do when confronted with a situation in which they are asked to predict or explain a physical phenomenon. Although our research has investigated students' conceptual understanding, many of the Facets have been identified in the research done by others. We can not possibly acknowledge all those researchers who have contributed. The Facet Codes are our attempt to organize the phenomena of students' conceptual understanding.

Within a Facet Cluster, the codes ending in 9 are associated with the Facets that seem to be the most problematic. They are typically the ideas we choose to address first in our instruction. The codes ending in 0 or 1 represent understandings that are probably "OK" at this introductory level. The others are roughly rank ordered between the 9 and 1. These facets are descriptions of characteristic understanding and reasoning and are not intended to be used directly as a numerical scoring scheme.

The Facets listed here are based on the research conducted by Duane Deardorff on assessing introductory physics students' understanding about measurement uncertainty.  These Facets include many of the common student difficulties documented by this research, beliefs held by instructors, and intermediate conceptions that lie within the continuum between novice and expert understanding.

* Indicates acceptable statements that are consistent with expert beliefs; higher numbers denote novice beliefs.

Best Value in Measurement

The Nature of Uncertainty in Measurements Rationale for Reporting the Uncertainty in a Measurement Determining and Reporting Measurement Uncertainty Reporting of Significant Figures Best Value in Calculations Propagation of Uncertainty in Calculations Identifying and Reducing Sources of Error Evaluating Agreement between Measured Values Last revised:  2/2/01 by Duane Deardorff