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Abstract Title: New observable to identify key answer options in Brief Electricity and Magnetism Assessment for improving students’ learning
Abstract: BEMA (Brief Electricity and Magnetism Assessment) tests were conducted for undergraduate students in introductory electromagnetism courses at Texas A&M University (TAMU) College Station from 2014 - 2017 to assess students' performances. A total of 3480 students participated and more than 6000 test scores were collected. The present study used a part of the data to investigate the BEMA performance with these scores taken prior to and after the course (pretest and posttest) using the statistical measures based on the classical test theory and modern test theories (Rasch Analysis and Two Parameter Logistics Item Response Theory). Results obtained from the TAMU data mostly agree with the results reported by various research groups in the past, and confirmed the test is statistically reliable as an assessment tool. Some discrepancies were found, such as the relatively high discrimination index of Q9, and smaller normalized gain in the present data, which are discussed in detail in the present paper and supplemental material. We also found that some incorrect answer options a group of students tend to choose instead of the correct option in pretest are also frequently chosen in posttest by the other group of students who chose the correct option in prettest. Thus, we show that the key answer options for which students are confused with correct answers are easily identifiable by investigating correlations
of answer patterns in the two groups. This new observable is expected to be of great use for instructors to improve their teaching in class.
Abstract Type: Contributed Poster Presentation
Session Time: Poster Session 2 Room C
Poster Number: 2C-10

Author/Organizer Information

Primary Contact: Shuya Ota
Texas A&M University