Document Type

Article

Version Deposited

Published Version

Publication Date

2-26-2018

Publication Title

Proceedings, Physics Education Research Conference 2017

Conference Name

Physics Education Research Conference 2017

DOI

10.1119/perc.2017.pr.090

Abstract

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.

Comments

This material is released under a Creative Commons Attribution 3.0 license. Further distribution of this work must maintain attribution to the published article's author(s), title, proceedings citation, and DOI.

Rights holder: American Association of Physics Teachers

Creative Commons License

Creative Commons Attribution 3.0 License
This work is licensed under a Creative Commons Attribution 3.0 License.

Published Citation

Smith, T. I., Gray, K. A., Louis, K. J., Ricci, B. J., & Wright, N. J. (2018). Showing the dynamics of student thinking as measured by the FMCE. Proceedings of the 2017 Physics Education Research Conference, Cincinnati, OH: July 26-27, 2017, Pages 380-383.

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