Examining the effects of testwiseness in conceptual physics evaluations
Examining the effects of testwiseness in conceptual physics evaluations
复制标题
检查测试智慧在概念物理评估中的影响
DOI：
10.1103/physrevphyseducres.12.020138
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发表时间：
2016
影响因子：
0.9
通讯作者：
J. Stewart
中科院分区：
文献类型：
--
作者：
Seth DeVore;J. Stewart
测试智慧是指学生为了提高考试成绩而使用的一套认知策略，而不管考试的主题是什么。在物理评价中，含有可能受测试智慧影响的因素的问题很常见，即使在那些已经被广泛验证并广泛用作物理教育研究中的评价工具的问题中也是如此。在力概念量表（FCI）和概念调查电和磁的问题，包含干扰物，预计会受到testwiseness的几个元素的潜在影响进行了分析。该分析使用2001年秋季至2014年春季在美国中西部一所大学（包括9500多名学生）和2011年春季至2015年春季在美国东部第二所大学（包括2500多名学生）收集的数据集进行。学生回避“以上都没有”或“零”干扰是统计学上显着的。分心物的位置对其被选择的可能性的影响也是显着的。几个潜在的积极和消极的testwiseness对学生成绩的影响也进行了研究，通过开发两个修改版本的FCI设计，包括额外的元素testwiseness; testwiseness产生的影响不大后教学在学生的表现上的修改工具。
Testwiseness is defined as the set of cognitive strategies used by a student that is intended to improve his or her score on a test regardless of the test’s subject matter. Questions with elements that may be affected by testwiseness are common in physics assessments, even in those which have been extensively validated and widely used as evaluation tools in physics education research. The potential effect of several elements of testwiseness were analyzed for questions in the Force Concept Inventory (FCI) and Conceptual Survey on Electricity and Magnetism that contain distractors that are predicted to be influenced by testwiseness. This analysis was performed using data sets collected between fall 2001 and spring 2014 at one midwestern U.S. university (including over 9500 students) and between Spring 2011 and Spring 2015 at a second eastern U.S. university (including over 2500 students). Student avoidance of “none of the above” or “zero” distractors was statistically significant. The effect of the position of a distractor on its likelihood to be selected was also significant. The effects of several potential positive and negative testwiseness effects on student scores were also examined by developing two modified versions of the FCI designed to include additional elements related to testwiseness; testwiseness produced little effect post-instruction in student performance on the modified instruments.