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Materials Similar to An Introduction to Classical Test Theory as Applied to Conceptual Multiple-choice Tests

• 51%: Item response theory analysis of the mechanics baseline test
• 48%: Multiple-choice test of energy and momentum concepts
• 48%: Approaches to data analysis of multiple-choice questions
• 43%: Force Concept Inventory-based multiple-choice test for investigating students' representational consistency
• 43%: Examining students' understanding of electrical circuits through multiple-choice testing and interviews
• 40%: FCI-based Multiple Choice Test for Investigating Students' Representational Coherence
• 35%: Applying Rasch theory to evaluate the construct validity of brief electricity and magnetism assessment
• 32%: Testing the development of student conceptual and visualization understanding in quantum mechanics through the undergraduate career
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• 30%: Constructing objective tests
• 30%: Comparing Student Learning with Multiple Research-Based Conceptual Surveys: CSEM and BEMA
• 29%: From FCI To CSEM To Lawson Test: A Report On Data Collected At A Community College
• 29%: Comparing students' performance on research-based conceptual assessments and traditional classroom assessments
• 29%: Determining and Interpreting Resistive Electric Circuit Concepts Test (DIRECT)
• 28%: A validity study of the multiple-choice component of the Advanced Placement Physics C examination
• 27%: Testing student interpretation of kinematics graphs
• 27%: Anatomy of a physics test: Validation of the physics items on the Texas Assessment of Knowledge and Skills
• 27%: Multiple roles of assessment in upper-division physics course reforms
• 26%: Effects of testing conditions on conceptual survey results