Model Analysis: Representing and Assessing the Dynamics of Student Learning.
By Lei Bao, Edward F. Redish. 2006
145 citations recorded by the source corpus.
Decades of education research have shown that students can simultaneously possess alternate knowledge frameworks and that the development and use of such knowledge are context dependent. As a result of extensive qualitative research, standardized multiple-choice tests such as Force Concept Inventory and ForceMotion Concept Evaluation tests provide instructors tools to probe their students’ conceptual knowledge of physics. However, many existing quantitative analysis methods often focus on a binary question of whether a student answers a question correctly or not. This greatly limits the capacity of using the standardized multiplechoice tests in assessing students’ alternative knowledge. In addition, the context dependence issue, which suggests that a student may apply the correct knowledge in some situations and revert to use alternative types of knowledge in others, is often treated as random noise in current analyses. In this paper, we present a model analysis, which applies qualitative research to establish a quantitative representation framework. With this method, students’ alternative knowledge and the probabilities for students to use such knowledge in a range of equivalent contexts can be quantitatively assessed. This provides a way to analyze research-based multiple choice questions, which can generate much richer information than what is available from score-based analysis.
Subfields: Education, Experimental and Cognitive Psychology
View Paper: https://www.semanticscholar.org/paper/c0912820c148417fa38d609a6e768c7fbb42ddf5
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In Education
In Experimental and Cognitive Psychology
Citations in the corpus
- Synthesis of Discipline-Based Education Research in Physics. (2014, methodology): “Bao and Redish [399] propose a method for analyzing concept inventory scores to assess the level of confusion in a class.”