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Abstract Title: Determining hierarchies of “correctness” through student transitions on the FMCE
Abstract: Using data from over 14,000 student responses, we rank incorrect responses on the Force and Motion Concept Evaluation (FMCE). We develop a hierarchy of responses using item response theory and McNemar-Bowker chi-squared test for asymmetry. We used item response theory (IRT) under the assumption that students who score well have a greater understanding of physics than those who do not; therefore, responses that have a greater likelihood of being selected by those who score well are considered better responses. We used the McNemar-Bowker chi-squared test (MB) under the assumption that student understanding is more likely to increase than decrease after an introductory mechanics course. Therefore, more dominant transitions from one answer to another from pretest to posttest indicate that one answer is better than another. We present the results from the IRT and MB analyses, highlighting both agreement and disagreement between the hierarchies of responses generated by each.
Abstract Type: Contributed Poster Presentation
Session Time: Poster Session I
Poster Number: A51
Contributed Paper Record: Contributed Paper Information
Contributed Paper Download: Download Contributed Paper

Author/Organizer Information

Primary Contact: Kyle Louis
Rowan University
and Co-Presenter(s)
Bartholomew J. Ricci, Rowan University
Trevor I. Smith, Rowan University

Contributed Poster

Contributed Poster: Download the Contributed Poster