Measuring student learning with item response theory

Lee, Young Jin; Palazzo, David J.; Warnakulasooriya, Rasil; Pritchard, David E.

doi:10.1103/physrevstper.4.010102

Cited by 35 publications

(33 citation statements)

References 5 publications

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“…What features of Web-based homework systems successfully enhance students' problem solving skills? Several instructional strategies have been developed and tested, including the use of alternate types of problems [110][111][112][113][114], adopting an explicit problemsolving framework (i.e., a consistent sequence of problem solving steps) [115], conceptual approaches [116][117][118], cooperative group problem solving [119], and computer homework or tutor systems to help students become better problem solvers [71,120,121].…”

Section: Evaluating the Effectiveness Of Instructional Strategies Formentioning

confidence: 99%

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Synthesis of discipline-based education research in physics

Docktor

Mestre

2014

Phys. Rev. ST Phys. Educ. Res.

398

320

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This paper presents a comprehensive synthesis of physics education research at the undergraduate level. It is based on work originally commissioned by the National Academies. Six topical areas are covered: (1) conceptual understanding, (2) problem solving, (3) curriculum and instruction, (4) assessment, (5) cognitive psychology, and (6) attitudes and beliefs about teaching and learning. Each topical section includes sample research questions, theoretical frameworks, common research methodologies, a summary of key findings, strengths and limitations of the research, and areas for future study. Supplemental material proposes promising future directions in physics education research.

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Section: Evaluating the Effectiveness Of Instructional Strategies Formentioning

confidence: 99%

“…Other publications explore these and other analysis methods in greater detail, including item response theory [121,419,420], cluster analysis [421,422], Rasch model based analysis [423], concentration analysis [424], and model analysis [399].…”

Section: Development and Validation Of Concept Inventoriesmentioning

confidence: 99%

Synthesis of discipline-based education research in physics

Docktor

Mestre

2014

Phys. Rev. ST Phys. Educ. Res.

398

320

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“…This comparison is blunted by the fact that typically 19% of the first responses to a question were preceeded by reference to incourse resources, about a 1:1 ratio with the percentage of wrong answers. (Previously we found this ratio to be 1:3 in spite of a penalty that served to discourage students from giving wrong answers [Lee, Palazzo, Warnakulasooriya, & Pritchard, 2008].) More investigation shows several differences between student behavior on pre and posttest.…”

Section: Pre-and Posttest Resultsmentioning

confidence: 69%

IRRODL Volume 15, Number 4

Authors

2014

IRRODL

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Editorial -Volume 15, Issue Number 4Nn OnlineCourses Rory McGreal Co-Editor, IRRODLWelcome to the first fall edition of IRRODL. This edition can be divided into two sections; the first is pedagogical and aimed at practitioners. It contains papers researching interaction, focusing on social and collaborative learning, synchronous and asynchronous activities, roleplaying, crowdteaching, grouping, and the effects of learning styles. The second section is aimed at distance education administrators and program directors. It contains papers on management, elearning design, and rating teachers, followed by investigations into student performance in MOOCs and the analysis of data for assessing multiliteracies and student needs. Section 1: Pedagogical papersTwo papers investigate social networking, one by open educational practitioners and the other by students.The first paper (Schreurs et al.) focuses on the activities of open educational practitioners, describing how their participation is supported in the context of online collaborations. The paper is rather long, but it was felt that the interview quotations were highly relevant and of interest to distance learning professionals. The views of students on their social networking experience in a learning management system is the subject of Özmen and Atici's qualitative research paper. Using semistructured interviews, the researchers investigate the use of social networking and the students' attitudes towards the experience. Action research is used by Koechli and Glynn to describe the development of a roleplaying website called Lake Devo as an example of an online role-play environment.The effects of the audio and visual presentations including avatars were the subject of their study, which involved surveying the students and debriefing them at the conclusion of the activities. The last two pedagogical oriented papers look at crowdsourcing and learning styles.Recker, Yuan, and Ye investigate the employment of high quality web-based content by teachers as part of a crowdsourcing community. The study examines their usage activities and analyzes their characteristics, concluding that they are engaged in "crowdteaching". In a comparative study, Çakıroğlu examines the relationships among learning styles, study habits, and learning performances in a computer science course. Section 2: Administration papersUsing Moore's theory of transactional distance and social cognitive theoretical framework, Jowallah evaluates the strategies implemented to support the research activities of postgraduate students in the University of the West Indies Open Campus.This study included the role of teaching/learning spaces, scheduling, and seminars.Examining multiple articles and texts, Hillen and Landis investigate what kinds of pedagogy, instructional design models, or didactical models are established andproposed for e-learning design in the US and Europe. They study the different educational philosophies, specific theories about learning, and e-learning design.In their study, Prasad and Usag...

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“…Simply telling a student that his answer is wrong does not help him perform very much better on a second attempt. 37 Related to this, questions in the traditional test, although covering the same content, did not reappear in the game-based assessment. As a result, a learning effect might have been present although not observed, due to the absence of second attempts.…”

Section: Score Traditional Testmentioning

confidence: 98%

Game-based assessment of first aid and resuscitation skills

Charlier

2011

Resuscitation

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a b s t r a c tAim: Effective assessment of motor skills in large-size classes is a challenge in medical education. This case-study investigates whether a game can be considered a valid tool for the summative assessment of first aid and basic life support skills. Methods: Using a traditional exam as bench-mark, a board game format was experimentally trialed to assess students' competency after taking a first aid course. Fifty-five students were randomly assigned to two groups. Two assessments, a game-based assessment and a traditional test, consisting of a paper-andpencil test in combination with a skill assessment, were applied to both groups in opposite order. In both formats students acted as judges of other students' efforts. In the game, the student's outcome was equal to the number of cards collected by answering questions correctly as deemed by peers. Similarities between both assessment types included individual testing, type of assessor (peers), content, type of questions and demonstrations, and the use of checklists for skill assessment. The assessment methods differed in format (written or oral test, both in combination with skill assessment) and feedback availability. Results: Both groups performed equally in the game-based assessment as well as in the traditional test, in spite of the opposite order of the assessments. No significant difference was found between the mean scores on the game-based assessment and the traditional test. Conclusions: These data suggest that use of a game format for assessment purposes may provide an effective means of assessing students' competence at the end of a practical course.

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Measuring student learning with item response theory

Cited by 35 publications

References 5 publications

Synthesis of discipline-based education research in physics

Synthesis of discipline-based education research in physics

IRRODL Volume 15, Number 4

Game-based assessment of first aid and resuscitation skills

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