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Physical Review Physics Education Research
written by Connor J. Richardson, Trevor I. Smith, and Paul J. Walter
Ishimoto, Davenport, and Wittmann have previously reported analyses of data from student responses to the Force and Motion Conceptual Evaluation (FMCE), in which they used item response curves (IRCs) to make claims about American and Japanese students' relative likelihood to choose certain incorrect responses to some questions. We have used an independent dataset of over 6,500 American students' responses to the FMCE to generate IRCs to test their claims. Converting the IRCs to vectors, we used dot product analysis to compare each response item quantitatively. For most questions, our analyses are consistent with Ishimoto, Davenport, and Wittmann, with some results suggesting more minor differences between American and Japanese students than previously reported. We also highlight the pedagogical advantages of using IRCs to determine the differences in response patterns for different populations to better understand student thinking prior to instruction.
Physical Review Physics Education Research: Volume 17, Issue 2, Pages 020127
Subjects Levels Resource Types
Education - Basic Research
- Assessment
= Conceptual Assessment
- Research Design & Methodology
= Data
= Validity
General Physics
- Physics Education Research
- Lower Undergraduate
- Reference Material
= Research study
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Free access
License:
This material is released under a Creative Commons Attribution 4.0 license.
Rights Holder:
American Physical Society
DOI:
10.1103/PhysRevPhysEducRes.17.020127
NSF Number:
DUE-1836470
Keywords:
FCME, IRT, Item Response Theory, psychometrics, quantitative analysis
Record Creator:
Metadata instance created November 10, 2021 by Lyle Barbato
Record Updated:
January 25, 2022 by Lyle Barbato
Last Update
when Cataloged:
October 1, 2021
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Record Link
AIP Format
C. Richardson, T. Smith, and P. Walter, , Phys. Rev. Phys. Educ. Res. 17 (2), 020127 (2021), WWW Document, (https://doi.org/10.1103/PhysRevPhysEducRes.17.020127).
AJP/PRST-PER
C. Richardson, T. Smith, and P. Walter, Replicating analyses of item response curves using data from the Force and Motion Conceptual Evaluation, Phys. Rev. Phys. Educ. Res. 17 (2), 020127 (2021), <https://doi.org/10.1103/PhysRevPhysEducRes.17.020127>.
APA Format
Richardson, C., Smith, T., & Walter, P. (2021, October 1). Replicating analyses of item response curves using data from the Force and Motion Conceptual Evaluation. Phys. Rev. Phys. Educ. Res., 17(2), 020127. Retrieved May 27, 2024, from https://doi.org/10.1103/PhysRevPhysEducRes.17.020127
Chicago Format
Richardson, C, T. Smith, and P. Walter. "Replicating analyses of item response curves using data from the Force and Motion Conceptual Evaluation." Phys. Rev. Phys. Educ. Res. 17, no. 2, (October 1, 2021): 020127, https://doi.org/10.1103/PhysRevPhysEducRes.17.020127 (accessed 27 May 2024).
MLA Format
Richardson, Connor J., Trevor I. Smith, and Paul J. Walter. "Replicating analyses of item response curves using data from the Force and Motion Conceptual Evaluation." Phys. Rev. Phys. Educ. Res. 17.2 (2021): 020127. 27 May 2024 <https://doi.org/10.1103/PhysRevPhysEducRes.17.020127>.
BibTeX Export Format
@article{ Author = "Connor J. Richardson and Trevor I. Smith and Paul J. Walter", Title = {Replicating analyses of item response curves using data from the Force and Motion Conceptual Evaluation}, Journal = {Phys. Rev. Phys. Educ. Res.}, Volume = {17}, Number = {2}, Pages = {020127}, Month = {October}, Year = {2021} }
Refer Export Format

%A Connor J. Richardson %A Trevor I. Smith %A Paul J. Walter %T Replicating analyses of item response curves using data from the Force and Motion Conceptual Evaluation %J Phys. Rev. Phys. Educ. Res. %V 17 %N 2 %D October 1, 2021 %P 020127 %U https://doi.org/10.1103/PhysRevPhysEducRes.17.020127 %O application/pdf

EndNote Export Format

%0 Journal Article %A Richardson, Connor J. %A Smith, Trevor I. %A Walter, Paul J. %D October 1, 2021 %T Replicating analyses of item response curves using data from the Force and Motion Conceptual Evaluation %J Phys. Rev. Phys. Educ. Res. %V 17 %N 2 %P 020127 %8 October 1, 2021 %U https://doi.org/10.1103/PhysRevPhysEducRes.17.020127


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