Showing the Dynamics of Student Thinking as Measured by the FMCE
Showing the Dynamics of Student Thinking as Measured by the FMCE
复制标题
显示 FMCE 衡量的学生思维动态
DOI：
10.1119/perc.2017.pr.090
复制
发表时间：
2017
期刊：
影响因子：
--
通讯作者：
Wright, N.J.
中科院分区：
文献类型：
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作者：
Smith, T.I.;Gray, K.A.;Louis, K.J.;Ricci, B.J.;Wright, N.J.
利用超过14000名学生的回答数据，我们创建了项目反应曲线，拟合了标称反应的多单元项目反应理论模型，以评估对力与运动概念评估（FMCE）问题的各种错误回答的相对“正确性”。基于不正确答案的排名，我们使用过渡矩阵和一致性图来检查个别学生对FMCE问题的成对回答，以显示学生的想法是如何在力学入门课程的范围内发展的。使用来自两个不同学校（每个学校N~= 200）的数据，我们探索了这些表征如何显示学生在个人没有选择正确答案时的学习情况。比较回答对提供了学生学习的丰富图景，这在许多传统分析中是不可用的。
Using data from over 14,000 student responses we create item response curves, fitted to the polytomous item response theory model for nominal responses, to evaluate the relative" correctness" of various incorrect responses to questions on the Force and Motion Conceptual Evaluation (FMCE). Based on this ranking of incorrect responses, we examine individual students' pairs of responses to FMCE questions, using transition matrices and consistency plots, to show how student ideas develop over the span of an introductory mechanics course. Using data from two different schools (N~= 200 each), we explore how these representations can show student learning even when individuals do not choose the correct answer. Comparing response pairs provides a rich picture of student learning that is unavailable in many traditional analyses.