Assessing Learning in Small Sized Physics Courses

Autor/inn/en	Ene, Emanuela; Ackerson, Bruce J.
Titel	Assessing Learning in Small Sized Physics Courses
Quelle	In: Physical Review Physics Education Research, 14 (2018) 1, S.010102-1 (21 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2469-9896
Schlagwörter	Physics; Science Instruction; Small Classes; College Science; College Students; College Faculty; Test Construction; Test Validity; Scientific Concepts; Introductory Courses; Course Content; Cognitive Processes; Taxonomy; Test Items; Electronic Equipment; Science Tests; Statistical Analysis; Oklahoma + Suchen Sie Ihr Suchwort? Physik; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Collegestudent; Fakultät; Testaufbau; Testvalidität; Einführungskurs; Kursprogramm; Cognitive process; Kognitiver Prozess; Taxonomie; Test content; Testaufgabe; Elektronisches Gerät; Statistische Analyse
Abstract	We describe the construction, validation, and testing of a concept inventory for an "Introduction to Physics of Semiconductors" course offered by the department of physics to undergraduate engineering students. By design, this inventory addresses both content knowledge and the ability to interpret content via different cognitive processes outlined in Bloom's revised taxonomy. The primary challenge comes from the low number of test takers. We describe the "Rasch modeling" analysis for this concept inventory, and the results of the calibration on a small sample size, with the intention of providing a useful blueprint to other instructors. Our study involved 101 students from Oklahoma State University and fourteen faculty teaching or doing research in the field of semiconductors at seven universities. The items were written in four-option multiple-choice format. It was possible to calibrate a 30-item unidimensional scale precisely enough to characterize the student population enrolled each semester and, therefore, to allow the tailoring of the learning activities of each class. We show that this scale can be employed as an item bank from which instructors could extract short testlets and where we can add new items fitting the existing calibration. (As Provided).
Anmerkungen	American Physical Society. One Physics Ellipse 4th Floor, College Park, MD 20740-3844. Tel: 301-209-3200; Fax: 301-209-0865; e-mail: assocpub@aps.org; Web site: http://prst-per.aps.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01