Concentration Analysis: A Quantitative Assessment of Student States.

Autor/inn/en	Bao, Lei; Redish, Edward F.
Titel	Concentration Analysis: A Quantitative Assessment of Student States.
Quelle	(2001), (20 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Beigaben	Tabellen
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Higher Education; Learning Processes; Memory; Multiple Choice Tests; Physics; Problem Solving; Science Education; Test Interpretation; Test Results; Test Theory + Suchen Sie Ihr Suchwort? Hochschulbildung; Hochschulsystem; Hochschulwesen; Learning process; Lernprozess; Gedächtnis; Multiple choice examinations; Multiple-choice tests, Multiple-choice examinations; Multiple-Choice-Verfahren; Physik; Problemlösen; Naturwissenschaftliche Bildung; Test analysis; Testauswertung; Testtheorie
Abstract	Multiple-choice tests such as the Force Concept Inventory (FCI) provide useful instruments to probe the distribution of student difficulties on a large scale. However, traditional analysis often relies solely on scores (number of students giving the correct answer). This ignores what can be significant and important information: the distribution of wrong answers given by the class. In this paper a new method is introduced called "concentration analysis" to measure how students' responses on multiple-choice questions are distributed. This information can be used to study if the students have common incorrect models or if the question is effective in detecting student models. When combined with information obtained from qualitative research, the method can be used to identify cleanly what FCI results are saying about student knowledge. (Contains 19 references, 9 figures, and 8 tables.) (Author/YDS)
Anmerkungen	American Journal of Physics (Physics Education Supplement), Kalamazoo College, 1200 Academy Street, Kalamazoo, MI 49006 ($15). For full text: http://www2.physics.umd.edu~redish/Papers/baoCpre.pdf.
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2004/1/01