Measuring student learning with item response theory
Measuring student learning with item response theory
复制标题
用项目反应理论衡量学生的学习
DOI：
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发表时间：
2008
期刊：
影响因子：
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通讯作者：
David E. Pritchard
中科院分区：
文献类型：
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作者：
Young;David J. Palazzo;Rasil Warnakulasooriya;David E. Pritchard
我们根据基于网络的物理辅导系统中的提示和反馈来研究短期学习。学生的技能以及项目的难度和区分度都是通过将项目反应理论 IRT 应用到正在完成牛顿物理入门课程中的学分作业项目的学生的第一个答案来确定的。我们表明，在辅导了具有较低辨别力的转移逻辑项目响应函数后，学生对先前回答错误的项目的第二次响应更适合。当学生在第一次和第二次错误尝试之间没有使用辅导时，学生技能下降了 1.0 个标准差，我们将其归因于“项目错误偏差”。平均而言，使用提示或反馈可以使学生的技能提高 0.8 个标准差。当在查看特定项目后但在尝试回答之前要求提示时，观察到技能提高了 1.9 个标准差。以这种方式衡量的技能变化将使 IRT 能够根据学生在辅导环境中的第二次尝试来评估他们。
We investigate short-term learning from hints and feedback in a Web-based physics tutoring system. Both the skill of students and the difficulty and discrimination of items were determined by applying item response theory IRT to the first answers of students who are working on for-credit homework items in an introductory Newtonian physics course. We show that after tutoring a shifted logistic item response function with lower discrimination fits the students’ second responses to an item previously answered incorrectly. Student skill decreased by 1.0 standard deviation when students used no tutoring between their incorrect first and second attempts, which we attribute to “item-wrong bias.” On average, using hints or feedback increased students’ skill by 0.8 standard deviation. A skill increase of 1.9 standard deviation was observed when hints were requested after viewing, but prior to attempting to answer, a particular item. The skill changes measured in this way will enable the use of IRT to assess students based on their second attempt in a tutoring environment.