PERC 2016 Abstract Detail Page
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| Abstract Title: | Assessing Student Learning and Improving Instruction with Transition Matrices |
|---|---|
| Abstract: | For common multiple-choice assessments, we can investigate progress in student understanding by creating simple transition matrices that identify the percentage of students who select each possible pre-/post-test answer combination on each question of the diagnostic exam such as the FCI. In order to create a transition matrix, we first rank answer choices from worst to best using item response curves. This allows us to determine changes in understanding of concepts and misconceptions even when students do not get the correct answer on the post-test. Our work outlines the utility of transition matrices and the availability of a new tool for adoption by high school and college level physics teachers who use a common assessment such as the Force Concept Inventory (FCI). |
| Abstract Type: | Contributed Poster Presentation |
Author/Organizer Information | |
| Primary Contact: |
Paul J. Walter St. Edward's University 3001 S. Congress Ave. CM 1043 Austin, TX 78704 Phone: 512-637-5636 |
| Co-Author(s) and Co-Presenter(s) |
Gary A. Morris, St. Edward's University |
Contributed Poster | |
| Contributed Poster: | Download the Contributed Poster |
