Normalized change

Marx, Jeffrey; Cummings, Karen

doi:10.1119/1.2372468

Cited by 209 publications

(168 citation statements)

References 3 publications

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“…7), we can observe that there is a large percentage of students who present positive gains -the majority has gains between 0-40%. These data was treated according to Marx & Cummings gain lines [12], which means positive gain lines of 20%, 40%, 60% and 80%, successively, in the upper left triangle and similar negative gain lines in the lower right triangle. The results are similar if we take only students from group A (Fig.…”

Section: B On Students' Resultsmentioning

confidence: 99%

Using VISIR in a Large Undergraduate Course: Preliminary Assessment Results

Alves¹,

Marques²,

Viegas³

et al. 2011

Int. J. Eng. Ped.

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Abstract-The use of remote labs in undergraduate courses has been reported in literature several times since the mid 90's. Nevertheless, very few articles present results about the learning gains obtained by students using them, especially with a large number of students, thus suggesting a lack of data concerning their pedagogical effectiveness. This paper addresses such a gap by presenting some preliminary results concerning the use of a remote laboratory, known as VISIR, in a large undergraduate course on Applied Physics, with over 500 students enrolled.

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Section: B On Students' Resultsmentioning

confidence: 99%

Using VISIR in a Large Undergraduate Course: Preliminary Assessment Results

Alves¹,

Marques²,

Viegas³

et al. 2011

Int. J. Eng. Ped.

View full text Add to dashboard Cite

show abstract

“…Significant differences between mean ,c. values between two populations cannot be determined because they are nonlinear computed quantities that are not normally distributed. Instead, the standard error measurements on reported ,c. values are used to provide a coarse depiction of the spread of values (Marx and Cummings 2007). All statistical analyses were performed with SPSS (Chicago, IL) or Excel (Microsoft, Redmond, WA).…”

Section: Discussionmentioning

confidence: 99%

“…The change in learning between pretest and posttest was computed for each student using a modified version of the Hake normalized gain formula (Hake 1998) known as normalized change ,c. (Marx and Cummings 2007). Normalized change values provide a measure of how much a student's performance increases compared with that individual's maximum possible increase.…”

Section: Discussionmentioning

confidence: 99%

Using the Genetics Concept Assessment to Document Persistent Conceptual Difficulties in Undergraduate Genetics Courses

Smith

Knight

2012

Genetics

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To help genetics instructors become aware of fundamental concepts that are persistently difficult for students, we have analyzed the evolution of student responses to multiple-choice questions from the Genetics Concept Assessment. In total, we examined pretest (before instruction) and posttest (after instruction) responses from 751 students enrolled in six genetics courses for either majors or nonmajors. Students improved on all 25 questions after instruction, but to varying degrees. Notably, there was a subgroup of nine questions for which a single incorrect answer, called the most common incorrect answer, was chosen by >20% of students on the posttest. To explore response patterns to these nine questions, we tracked individual student answers before and after instruction and found that particular conceptual difficulties about genetics are both more likely to persist and more likely to distract students than other incorrect ideas. Here we present an analysis of the evolution of these incorrect ideas to encourage instructor awareness of these genetics concepts and provide advice on how to address common conceptual difficulties in the classroom.

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“…15 While eq 2 has been widely used, alternatives have been proposed that seek to further correct for pretest score bias. 5,16 One of the largest, and most influential, studies of learning gain was Hake's investigation 6 of results from the Force Concept Inventory (FCI). 17 Hake reported on the results from 62 introductory physics courses (n = 6542) that administered the FCI both pre-and postinstruction.…”

Section: ■ Methods Of Measuring Changementioning

confidence: 99%

Measuring Learning Gains in Chemical Education: A Comparison of Two Methods

Pentecost

Barbera

2013

J. Chem. Educ.

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Evaluating the effect of a pedagogical innovation is often done by looking for a significant difference in a content measure using a pre–post design. While this approach provides valuable information regarding the presence or absence of an effect, it is limited in providing details about the nature of the effect. A measure of the magnitude of the pre–post change, commonly called learning gain, could provide this additional information to chemical education researchers. In this paper, we compare two methods of measuring learning gains using data from large-scale administrations of the Chemical Concepts Inventory at four universities. The intent of this study is to compare various measures of learning gain, not to contrast the teaching effectiveness at the four universities. In this gain analysis, we introduce a method based on Rasch modeling and discuss the advantages offered by this type of analysis over more commonly used measures of learning gain.

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Normalized change

Cited by 209 publications

References 3 publications

Using VISIR in a Large Undergraduate Course: Preliminary Assessment Results

Using VISIR in a Large Undergraduate Course: Preliminary Assessment Results

Using the Genetics Concept Assessment to Document Persistent Conceptual Difficulties in Undergraduate Genetics Courses

Measuring Learning Gains in Chemical Education: A Comparison of Two Methods

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