  Student learning in instructional physics labs is a growing area of research
that includes studies exploring students' beliefs and expectations about
experimental physics. To directly probe students' epistemologies about
experimental physics and support broader lab transformation efforts both at the
University of Colorado Boulder (CU) and nationally, we developed the Colorado
Learning Attitudes about Science Survey for Experimental Physics (E-CLASS).
Previous work focused on establishing the accuracy and clarity of the
instrument through student interviews and preliminary testing. Ongoing
validation efforts include establishing the extent to which student
epistemologies as measured by E-CLASS align with other measures of student
learning outcomes (e.g., course grades). Here, we report on correlations
between final course grades and E-CLASS scores from two semesters of
introductory and upper-division lab courses at CU and discuss implications of
our findings for the validity of the E-CLASS instrument.
