Model analysis: Representing and assessing the dynamics of student learning

dc.creator	Edward F. Redish
dc.creator	Lei Bao
dc.date	2006-02-01T00:00:00Z
dc.date.accessioned	2015-07-20T22:09:53Z
dc.date.available	2015-07-20T22:09:53Z
dc.identifier	1554-9178
dc.identifier	https://doaj.org/article/e80d18d916c147048bbec2b6f12c8e27
dc.identifier.uri	http://evidence.thinkportal.org/handle/123456789/13181
dc.description	Decades of education research have shown that students can simultaneously possess alternate knowledge frameworks and that the development and use of such knowledge are context dependent. As a result of extensive qualitative research, standardized multiple-choice tests such as Force Concept Inventory and Force-Motion Concept Evaluation tests provide instructors tools to probe their students’ conceptual knowledge of physics. However, many existing quantitative analysis methods often focus on a binary question of whether a student answers a question correctly or not. This greatly limits the capacity of using the standardized multiple-choice tests in assessing students’ alternative knowledge. In addition, the context dependence issue, which suggests that a student may apply the correct knowledge in some situations and revert to use alternative types of knowledge in others, is often treated as random noise in current analyses. In this paper, we present a model analysis, which applies qualitative research to establish a quantitative representation framework. With this method, students’ alternative knowledge and the probabilities for students to use such knowledge in a range of equivalent contexts can be quantitatively assessed. This provides a way to analyze research-based multiple choice questions, which can generate much richer information than what is available from score-based analysis.
dc.language	English
dc.publisher	American Physical Society
dc.relation	http://link.aps.org/abstract/PRSTPER/v2/e010103
dc.relation	https://doaj.org/toc/1554-9178
dc.source	Physical Review Special Topics. Physics Education Research, Vol 2, Iss 1 (2006)
dc.subject	Student learning
dc.subject	Model analysis
dc.subject	Research-based multiple choice questions
dc.subject	Education (General)
dc.subject	L7-991
dc.subject	Education
dc.subject	L
dc.subject	DOAJ:Education
dc.subject	DOAJ:Social Sciences
dc.subject	Education (General)
dc.subject	L7-991
dc.subject	Education
dc.subject	L
dc.subject	DOAJ:Education
dc.subject	DOAJ:Social Sciences
dc.subject	Education (General)
dc.subject	L7-991
dc.subject	Education
dc.subject	L
dc.subject	Education (General)
dc.subject	L7-991
dc.subject	Education
dc.subject	L
dc.subject	Education (General)
dc.subject	L7-991
dc.subject	Education
dc.subject	L
dc.title	Model analysis: Representing and assessing the dynamics of student learning
dc.type	article