Literaturnachweis - Detailanzeige
| Autor/inn/en | Kaw, Autar; Yalcin, Ali |
|---|---|
| Titel | Measuring Student Learning Using Initial and Final Concept Test in an STEM Course |
| Quelle | In: International Journal of Mathematical Education in Science and Technology, 43 (2012) 4, S.435-448 (14 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 0020-739X |
| DOI | 10.1080/0020739X.2011.618559 |
| Schlagwörter | Validity; Item Response Theory; Academic Achievement; STEM Education; Higher Education; Pretests Posttests; Reliability; Test Items; Correlation; Scores; Measurement; Calculus; Equations (Mathematics); Algebra; Statistics |
| Abstract | Effective assessment is a cornerstone in measuring student learning in higher education. For a course in Numerical Methods, a concept test was used as an assessment tool to measure student learning and its improvement during the course. The concept test comprised 16 multiple choice questions and was given in the beginning and end of the class for three semesters. Hake's gain index, a measure of learning gains from pre- to post-tests, of 0.36 to 0.41 were recorded. The validity and reliability of the concept test was checked via standard measures such as Cronbach's alpha, content and criterion-related validity, item characteristic curves and difficulty and discrimination indices. The performance of various subgroups such as pre-requisite grades, transfer students, gender and age were also studied. (Contains 4 tables and 7 figures.) (As Provided). |
| Anmerkungen | Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2017/4/10 |
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