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Abstract Title: Scoring rating scale assessments: A case study of the CLASS
Abstract: Research-based assessments are a commonly used by physics instructors and researchers. Assessments of students' attitudes and beliefs often rely on questions with rating scales that ask students the extent to which they agree or disagree with a statement. Unlike traditional physics problems with a single correct answer, rating scale questions often have a spectrum of 5 or more responses, none of which are correct. Researchers have found that responses on rating scale items can generally be treated as continuous and that unless there is good evidence to do otherwise, response categories should not collapsed. We discuss two potential reasons for collapsing response categories, lack of use and redundancy, and how to empirically test for them. To illustrate these methods we use them on the Colorado Learning Attitudes about Science Survey. Our findings indicate that the CLASS would be best scored on either a 5-point or 3-point scale, rather than the 2-point scale recommended by the instrument developers. We conclude by recommending that the judicious use of data manipulations when scoring assessments and that response categories only be collapsed with strong evidence for the lack of use or redundancy.
Abstract Type: Contributed Poster Presentation
Session Time: Poster Session III
Poster Number: C17
Contributed Paper Record: Contributed Paper Information
Contributed Paper Download: Download Contributed Paper

Author/Organizer Information

Primary Contact: Ben Van Dusen
CSU Chico
2354 Farmington Ave
Chico, CA 95928
Phone: 5417296446
and Co-Presenter(s)
Jayson Nissen, Nissen Consulting

Contributed Poster

Contributed Poster: Download the Contributed Poster