Assessing learning outcomes in middle-division classical mechanics: The Colorado Classical Mechanics and Math Methods Instrument

Caballero, Marcos D.; Doughty, Leanne; Turnbull, Anna; Pepper, Rachel E.; Pollock, Steven J.

doi:10.1103/physrevphyseducres.13.010118

Cited by 5 publications

(5 citation statements)

References 46 publications

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“…In other words so that students are able to provide creative reasons for the answers they choose based on the physics concepts they understand. Meanwhile, the reason for the development and modification of multiple choice tests became multiple choice-tier tests on physics subjects, i.e the physics material tested could cover most of the physics learning materials, choice of answers and choice of reasons students could be corrected easily and quickly, answers to each question it is certainly true or false, so the assessment is more objective (Sudjana, 1990;Caballero et al, 2017). However, multiple choice-tier tests also have weaknesses as well as multiple choice tests in general, i.e allowing students to guess answers even though not as large as in multiple choice questions in general and students' creative thinking processes cannot be seen clearly (Sudjana, 1990;Caballero et al, 2017).…”

Section: Introductionmentioning

confidence: 99%

Development of Physics-Tier Tests (PysTT) to Measure Students' Conceptual Understanding and Creative Thinking Skills: A Qualitative Synthesis

Putranta

Supahar

2019

Journal for the Education of Gifted Young Scientists

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This paper is based on the background of the problem of the low high order thinking skills in students, especially in the skills to think creatively and conceptual understanding. Conceptual understanding that students have in relation to physics learning material has an important role in developing students' high order thinking skills in solving problems of daily life creatively. The method used in this research is descriptive qualitative research method with literature studies. The results of this study were obtained a synthesis of physics-tier tests (PysTT) to measure conceptual understanding and students' creative thinking skills, which are the basis for the development of PysTT based on real-life problems experienced by students realistically. In addition, PysTT is also one of the assessment instruments whose development is based on aspects of students' conceptual understanding of physics matter in everyday problems by prioritizing aspects of identifying and formulating problems, identifying scientific evidence and phenomena, arranging conclusions, and communicating conclusions creative. In addition, the results of the validity and reliability physics two-tier tests to measure students' conceptual understanding and creative thinking skills were 0.81 and 98.82%, which were included in the very good and reliable category. The ability to conceptual understanding and creative thinking skills of students who are measured using the physics two-tier test is very good because it is more than the value of the specified minimum completeness criteria.

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Section: Introductionmentioning

confidence: 99%

Development of Physics-Tier Tests (PysTT) to Measure Students' Conceptual Understanding and Creative Thinking Skills: A Qualitative Synthesis

Putranta

Supahar

2019

Journal for the Education of Gifted Young Scientists

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“…These instruments take a variety of formats including free-response (e.g., Ref. [3]), multiple-choice (e.g., Ref. [4]), and multiple-response (e.g., Ref.…”

Section: Introductionmentioning

confidence: 99%

Methods for utilizing Item response theory with Coupled, Multiple-Response assessments

Wilcox¹,

Rainey²,

Vignal³

2022

2022 Physics Education Research Conference Proceedings

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Recent years have seen a movement within the research-based assessment development community towards item formats that go beyond simple multiple-choice formats. Some have moved towards free-response questions, particularly at the upper-division level; however, free-response items have the constraint that they must be scored by hand. To avoid this limitation, some assessment developers have moved toward formats that maintain the closed-response format, while still providing more nuanced insight into student reasoning. One such format is known as coupled, multiple response (CMR). This format pairs multiple-choice and multiple-response formats to allow students to both commit to an answer in addition to selecting options that correspond with their reasoning. In addition to being machine-scorable, this format allows for more nuanced scoring than simple right or wrong. However, such nuanced scoring presents a potential challenge with respect to utilizing certain testing theories to construct validity arguments for the assessment. In particular, Item Response Theory (IRT) models often assume dichotomously scored items. While polytomous IRT models do exist, each brings with it certain constraints and limitations. Here, we will explore multiple IRT models and scoring schema using data from an existing CMR test, with the goal of providing guidance and insight for possible methods for simultaneously leveraging the affordances of both the CMR format and IRT models in the context of constructing validity arguments for research-based assessments.

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“…Physics education research has a long history of investigating students' understanding of specific concepts and tools in specific contexts resulting in the development of targeted instruction and new assessment instruments (e.g. [11][12][13][14][15][16]). This study aims to contribute to that tradition and to the necessary background for promoting and developing computational physics instruction by investigating students' understanding of the conditional loop component of computer models.…”

Section: Introductionmentioning

confidence: 99%

Comparing student conceptions and construction of while loops in modeling motion

Mackessy¹,

Irving²,

Caballero³

et al. 2021

2021 Physics Education Research Conference Proceedings

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With the integration of computation into physics courses becoming more prevalent to adequately prepare our graduates for the workforce, there is a need for instructional and assessment materials for computational practices. In introductory physics courses, computation is typically used to model motion and so while loops are one of the first components of programs that students encounter. Our study examines and compares students' conception of the while loop following the completion of three computational problems and their engagement with the while loop in a new computational problem. We present three student cases who have similar conceptions of the while loop with aspects including its update function and the connection of lines of code in the while loop, specifically in how force, position, and momentum depend on each other. Despite their similar conception of the while loop, there is a variation in the outcomes of their engagement with the while loop in a new computational problem.

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Assessing learning outcomes in middle-division classical mechanics: The Colorado Classical Mechanics and Math Methods Instrument

Cited by 5 publications

References 46 publications

Development of Physics-Tier Tests (PysTT) to Measure Students' Conceptual Understanding and Creative Thinking Skills: A Qualitative Synthesis

Development of Physics-Tier Tests (PysTT) to Measure Students' Conceptual Understanding and Creative Thinking Skills: A Qualitative Synthesis

Methods for utilizing Item response theory with Coupled, Multiple-Response assessments

Comparing student conceptions and construction of while loops in modeling motion

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