Using three-tier test to diagnose students’ level of understanding

Abstract

Assessment activities can help lecturer to understand the strengths and weaknesses experienced by students in learning. By implementing quality assessments and analyzing them to get information about student learning weaknesses, lecturers have a reference to make effective decisions in the learning process. Ability to understand is very important to solve physics problem. Geometric optics is a concept that occur in our daily life. In contrary, it doesn’t ensure students have correct concept about geometric optics. The purpose of this study is to diagnose students’ level of understanding in geometric optics concept. This study used mixed method design. The sample used in this study was Mechanical Engineering students who took Engineering Physics courses. Based on test result data using paired sample t-test, the average score was obtained from 39.08 to 75.76 (p <0.01). The results of data analysis from the three-tier test diagnostic instrument showed that there are 4 level of students’ understanding such as understand, guess, misconception, and don’t understand the concept. This study revealed the students’ difficulties such as students were not been able to analyze terms and conditions of f = R 2 and light refraction in half covered lens.

Artigo-Parecer: Validação De Teste Em Três Camadas Para Mapear Perfis Epistemológicos De Densidade

“…Como resultado, um teste de três camadas (three-tiers) é obtido a partir de um teste de duas camadas acrescido por um nível adicional que indaga aos estudantes sobre o grau de certeza (CRI) a respeito das suas respostas nas duas primeiras camadas. Esse tipo de teste vem sendo usado em investigações mais detalhadas a respeito de concepções de estudantes (Eryılmaz, 2010;Peşman & Eryılmaz, 2010;Pramesti et al, 2021).…”

Thematic Analysis of Indonesian Physics Education Research Literature Using Machine Learning

“…Performance tests are designed to measure diverse forms of students' performance on physics learning, including cognitive test [97], higher order thinking skills (HOTS) [95,158,159], critical thinking skill [160], representation [161][162][163][164][165][166], data literacy [167], digital literacy [168], science process skills [169,170], problem solving skills [171,172], inductive thinking [173], visual literacy [174], communication skills [175], analytical thinking skills [176], and scientific literacy [177]. Moreover, several diagnos-tic tests are also established by the Indonesian PER authors to detect potential students' misconceptions [178][179][180][181][182], lack of representation ability [183][184][185], lack of higher order thinking skills (HOTS) [186], lack of critical thinking skills [160], lack of problem-solving skills [184], lack of data literacy [187], as well as the lack of understanding throughout astronomy class [188]. On the other hand, one can argue that this topic seems to be similar to the other extracted topics currently discussed.…”

“…Several validity studies have been introduced including content validity [88], factor analysis [175], Rasch model [97,[188][189][190][191], and engaging modern measurement theory of dichotomous and polytomous response model [94,192] from item response theory (IRT). Additionally, our RBAs are designed through several mediums including computer aided tests [160,193], computerized adaptive tests [194], two-to six-tiered tests [160,[180][181][182]188], and other forms of the test let [195].…”