|
Location:
|
KFC Courts |
|
Date:
|
Tuesday, Aug.02 |
|
Time:
|
5:15PM - 6:00PM
|
|
Author:
|
Lin Ding
School of Teaching and Learning, The Ohio State University
614-688-8377, ding.65@osu.edu
|
|
Co-Author(s):
|
None
|
|
Abstract:
|
The Brief Electricity & Magnetism Assessment (BEMA) is a 30-item multiple-choice test, designed to measure student understanding of basic electricity and magnetism (E&M) concepts at the introductory physics level. It differs from concept inventories, such as the FCI, in that it covers a broad spectrum of sub-topics in a specific knowledge domain. A great deal of research previously has been conducted to evaluate its validity and reliability, as well as to apply it for gauging student performance. These efforts all utilized the Classical Test Theory (CTT) for analyzing quantitative information extracted from a large collection of data. In the present study we used the Rasch model, an item response-based theory (IRT), to analyze BEMA. Specifically, we investigated the extent to which the BEMA items can measure a single underlying construct--students' understanding of E&M. We also attempted to seek multiple latent constructs in BEMA for comparison with the single-construct case.
|
|
Footnotes:
|
* This project is partially supported by the OSU EHE SEED grant.
|
|
|
|