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"This work in progress compares two versions of a "classroom flip" instructional strategy in which lectures are moved from inside class to outside class. Class time is then spent on problem solving and feedback. In previous offerings of this materials science course, students were asked to read instructor-supplied lecture notes and complete an on-line warmup assignment prior to class. Informal cooperative learning activities such as think-pair-share were used during class, and clickers provided a mechanism for probing understanding and providing feedback. In the most recent offering, students viewed instructor-prepared multimedia microlectures and took an individual quiz as homework, then repeated the quiz and completed a problem set with an assigned team during class. Thus, the redesigned course delivered multimedia rather than text lectures, and utilized a structured team-based learning strategy rather than informal cooperative learning structures. Moreover, higher level "material selection challenges" were added to the redesigned course. This paper summarizes the planned assessment and evaluation methods to compare the two classroom flip models; results and analysis are not yet complete."