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Abstract Title: Frequently Paired Wrong Answers and Pre-post Transitions on the Mechanics Baseline Test
Abstract: We analyze results from paired pre- and post-instruction administration of the Mechanics Baseline Test to 2238 students in introductory mechanic. We investigate pairs of specific wrong answers frequently given by students on the pre-test. We identify frequent transitions between pre- and post-test answers on the same question which elucidate student learning due to instruction. We define criteria for excess transitions above a random response model. Some common transitions are found to be associated specifically with students within a particular range of skills. Further, transitions from pre- to post-test revealed that incorrect pretest answers that were frequently repeated on the post-test often correspond to known misconceptions from physics or math. Thus, our data mining techniques elucidate common student misunderstandings of mechanics concepts and how instruction affects these misunderstandings. This opens the way for improved interventions for specific misunderstandings revealed by analyzing results from pre-post concept tests.
Abstract Type: Contributed Poster Presentation
Session Time: Poster Session II
Poster Number: B66

Author/Organizer Information

Primary Contact: Ángel Pérez-Lemonche
Universidad Autonoma de Madrid
and Co-Presenter(s)
Byron Drury, Massachusetts Institute of Technology
David Pritchard, Massachusetts Institute of Technology