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Abstract Title: Assessing Student Learning and Improving Instruction with Transition Matrices
Abstract: For common multiple-choice assessments, we can investigate progress in student understanding by creating simple transition matrices that identify the percentage of students who select each possible pre-/post-test answer combination on each question of the diagnostic exam such as the FCI.  In order to create a transition matrix, we first rank answer choices from worst to best using item response curves.  This allows us to determine changes in understanding of concepts and misconceptions even when students do not get the correct answer on the post-test.  Our work outlines the utility of transition matrices and the availability of a new tool for adoption by high school and college level physics teachers who use a common assessment such as the Force Concept Inventory (FCI).
Abstract Type: Contributed Poster Presentation

Author/Organizer Information

Primary Contact: Paul J. Walter
St. Edward's University
3001 S. Congress Ave. CM 1043
Austin, TX 78704
Phone: 512-637-5636
and Co-Presenter(s)
Gary A. Morris, St. Edward's University

Contributed Poster

Contributed Poster: Download the Contributed Poster