The first talk was "Developing a Pre- and Post- Course Concept Inventory to Gauge Operating Systems Learning" presented by Kevin Webb. Kevin opened by talking about the difficulties we have in sharing our comparison of ...
multiple-choice questions. Physics's Force Concept Inventory is the prototypical example. Concept inventories have revolutionized education in several disciplines by making assessment simple, sustainable, scalable, and ...
Then I let them loose on the Force Concept Inventory. I let them know it was going to be difficult and that that was okay. I asked that they just do their best, even if that meant making an educated guess.
Washington Post (blog) The problem with evidence-based education policy: the evidence Washington Post (blog) Education policy-makers like to talk about “evidence-based” this and “evidence-based” that — but there are big questions about just how...
A concept inventory is a criterion-referenced test designed to evaluate whether a student has an accurate working knowledge of a specific set of concepts. To ensure interpretability, it is common to have multiple items that address a single idea.
... of correlations. This approach is particularly useful for small sample sizes, such as ours. Our results show a gender bias that was not present in course assessment, similar to that reported for the Force Concept Inventory.
Simon Lancaster's insight:
Now there's a concept to sink your teeth into. Not sure what Paul would make of the gender bias.
For this purpose we developed the Representational Variant of the Force Concept Inventory (R-FCI), which makes use of nine items from the 1995 version of the Force Concept Inventory (FCI). These original FCI items were ...
Assessing conceptual understanding of foundational topics before instruction on higher-order concepts can provide chemical educators with information to aid instructional design. This study provides an instrument that can be used to identify students' alternative conceptions regarding thermochemistry concepts. The
Although concept inventories are among the most frequently used tools in the physics and astronomy education communities, they are rarely evaluated using item response theory (IRT). When IRT models fit the data, they offer sample-independent estimates of item and person parameters. IRT may also provide a way to measure students’ learning gains that circumvents some known issues with Hake’s normalized gain. In this paper, we review the essentials of IRT while simultaneously applying it to the Star Properties Concept Inventory. We also use IRT to explore an important psychometrics debate that has received too little attention from physics and astronomy education researchers: What do we mean when we say we “measure” a mental process? This question leads us to use IRT to address the provocative question that constitutes the title of this paper: Do concept inventories actually measure anything? NSDL.org is an online science library with links to high quality science, technology, engineering, and math resources for K-12 teachers, faculty, librarians, students and informal learners. Funded by the National Science Foundation.
Group Profile of Genetics Concept Inventory at Scitable by Nature Education, This group is interested in the development of concept inventories in different areas of genetics. Concept inventories, like the Force Concept Inventory, can be effective tools for assessing the effectiveness of a specific curriculum on a students' understanding.
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