Detecting the influence of item chaining on student responses to the Force Concept Inventory and the Force and Motion Conceptual Evaluation

Eaton, Philip; Frank, Barrett; Willoughby, Shannon D.

doi:10.1103/physrevphyseducres.16.020122

Cited by 4 publications

(2 citation statements)

References 39 publications

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“…However, construct validity and internal consistency assessments are not reported by all instruments. We do not find evidence of the validity and reliability of the first version of FCI that has been developed by Hestenes et al In fact, in the following research, many studies have analyzed the validity and reliability of the FCI instruments using the response item theory, exploratory factor analysis and confirmatory factor analysis [54], [55]. Content validity is one of the most important validity since it provides important evidence on the extent to which relevant and comprehensive instrument items represent the researched construct, and can determine the extent to which the target population understands and interprets the desired instrument items [34], [56].…”

Section: Validity and Reliability Of Kca Instrumentsmentioning

confidence: 61%

Assessment of kinematic concepts comprehension: A systematic review

Jufriadi

Sutopo

Kusairi

et al. 2023

IJERE

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<span lang="EN-US">A systematic study on the development of the assessment instrument of the concept of kinematics which is one of the basic concepts of physics has not yet been conducted. This systematic study reported the characteristics, quality, effectiveness, and efficiency of the instrument assessment regarding the concept of kinematics. This systematic review method has used a systematic approach based on the practical guidelines of systematic reviews by Petticrew and Roberts and has used PRISMA diagrams for the process of searching and selecting articles, who reviewed 12 articles published between 1985 and 2021. The research findings show that the instrument of concept mastery of kinematics using multiple-choice formats, while others combine the true-false and multiple-choice formats. Almost all instruments of mastery of the concept of widely used kinematics have reported validity assessment (content validity, construct validity) and internal consistency reliability. However, predictive validity, discriminatory validity, and temporal stability reliability have not been reported. Other results indicate that the development of further assessments must pay attention to five important aspects: the validity and reliability of instruments, the scopes and specificity of the concept of kinematics, the conformity with the intellectual level of students, the effectiveness and efficiency of instrument assessment, and the fulfillment of research gaps. This study can help educators and researchers choose and develop an appropriate instrument assessment to reveal students’ understanding of the concept of kinematics.</span>

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Section: Validity and Reliability Of Kca Instrumentsmentioning

confidence: 61%

Assessment of kinematic concepts comprehension: A systematic review

Jufriadi

Sutopo

Kusairi

et al. 2023

IJERE

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“…Kubinger showed that polychoric correlations are more appropriate for dichotomous data (e.g., whether or not a student chose a specific response) than more traditional Pearson correlations [15]. Eaton, Frank, and Willoughby found that polychoric correlations stronger than 0.613 suggest that responses are linked by something more than a simple underlying latent trait [16].…”

Section: Data Sources and Methodsmentioning

confidence: 99%

Analyzing Multiple-Choice-Multiple-Response Items Using Item Response Theory

Smith¹,

Eaton²,

Brahmia³

et al. 2022

2022 Physics Education Research Conference Proceedings

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Multiple-choice-multiple-response (MCMR) items allow students to select as many responses as they think are correct to a given question stem. Using MCMR items can provide researchers and instructors with a richer and more complete picture of what students do and do not understand about a particular topic. Interpreting students' MCMR responses is more nuanced than it is for single-response items. Unfortunately, many typical analyses of data from multiple-choice tests assume dichotomously-scored items, which eliminates the possibility of incorporating the rich information from students' response patterns to MCMR items. We present a novel methodology for using a combination of item response theory models to analyze data from MCMR items. These methods could be applied to inform scoring models that incorporate partial credit for various response patterns.2022 PERC Proceedings edited by Frank, Jones, and Ryan; Peer-reviewed, doi.org/10.1119/perc.2022.pr.Smith Published by the American Association of Physics Teachers under a Creative Commons Attribution 4.0 license.

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Evidence of measurement invariance across gender for the Force Concept Inventory

Eaton

2021

Phys. Rev. Phys. Educ. Res.

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Detecting the influence of item chaining on student responses to the Force Concept Inventory and the Force and Motion Conceptual Evaluation

Cited by 4 publications

References 39 publications

Assessment of kinematic concepts comprehension: A systematic review

Assessment of kinematic concepts comprehension: A systematic review

Analyzing Multiple-Choice-Multiple-Response Items Using Item Response Theory

Evidence of measurement invariance across gender for the Force Concept Inventory

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