Effect of a Representative Sample of Internally Calibrated Mental Effort and Polytomously Scored Data on Representing Cognitive Efficiency

Autor/inn/en	Nedungadi, Sachin; Rinco Michels, Olga; Kreke, Patricia J.; Raker, Jeffrey R.; Murphy, Kristen L.
Titel	Effect of a Representative Sample of Internally Calibrated Mental Effort and Polytomously Scored Data on Representing Cognitive Efficiency
Quelle	In: Journal of Chemical Education, 99 (2022) 3, S.1326-1335 (10 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Raker, Jeffrey R.) ORCID (Murphy, Kristen L.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0021-9584
DOI	10.1021/acs.jchemed.1c00973
Schlagwörter	Cognitive Processes; Science Tests; Test Items; Difficulty Level; Organic Chemistry + Suchen Sie Ihr Suchwort? Cognitive process; Kognitiver Prozess; Test content; Testaufgabe; Schwierigkeitsgrad; Organische Chemie
Abstract	Practice examinations developed at the ACS Examinations Institute ask students to self-report mental effort when answering items. This self-reported mental effort together with performance can be represented in the form of a cognitive efficiency graph for each student giving information on the utilization of cognitive resources and content knowledge. When performance and mental effort used in the cognitive efficiency graph for a student is based on dichotomously scored data and raw reported mental effort, limitations arise. For example, it might be difficult to see a greater differentiation among students, and instructors might be interpreting student cognitive efficiency in certain content areas incorrectly. This study utilizes organic chemistry practice exam data to report an internal calibration method where a student's mental effort is calibrated using their average reported mental effort across all items. Additionally, this study describes the benefits of using partial-credit assignment to provide greater differentiation in student performance. Results suggest that a more accurate cognitive efficiency graph can be obtained leading to a better assessment of student utilization of cognitive resources for different content areas. These results can have implications for how similar data on other ACS exams or similar data being used by researchers and practitioners can be analyzed to better represent cognitive efficiency. (As Provided).
Anmerkungen	Division of Chemical Education, Inc. and ACS Publications Division of the American Chemical Society. 1155 Sixteenth Street NW, Washington, DC 20036. Tel: 800-227-5558; Tel: 202-872-4600; e-mail: eic@jce.acs.org; Web site: http://pubs.acs.org/jchemeduc
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01