Replicating analyses of item response curves using data from the Force and Motion Conceptual Evaluation

Ishimoto, Davenport, and Wittmann have previously reported analyses of data from student responses to the Force and Motion Conceptual Evaluation (FMCE), in which they used item response curves (IRCs) to make claims about American and Japanese students’ relative likelihood to choose certain incorrect...

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Autores principales:	Connor J. Richardson, Trevor I. Smith, Paul J. Walter
Formato:	article
Lenguaje:	EN
Publicado:	American Physical Society 2021
Materias:	Special aspects of education LC8-6691 Physics QC1-999
Acceso en línea:	https://doaj.org/article/9a51427b2c8d435b9cea668a7112343f
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spelling	oai:doaj.org-article:9a51427b2c8d435b9cea668a7112343f2021-12-02T18:11:30ZReplicating analyses of item response curves using data from the Force and Motion Conceptual Evaluation10.1103/PhysRevPhysEducRes.17.0201272469-9896https://doaj.org/article/9a51427b2c8d435b9cea668a7112343f2021-10-01T00:00:00Zhttp://doi.org/10.1103/PhysRevPhysEducRes.17.020127http://doi.org/10.1103/PhysRevPhysEducRes.17.020127https://doaj.org/toc/2469-9896Ishimoto, Davenport, and Wittmann have previously reported analyses of data from student responses to the Force and Motion Conceptual Evaluation (FMCE), in which they used item response curves (IRCs) to make claims about American and Japanese students’ relative likelihood to choose certain incorrect responses to some questions. We have used an independent dataset of over 6,500 American students’ responses to the FMCE to generate IRCs to test their claims. Converting the IRCs to vectors, we used dot product analysis to compare each response item quantitatively. For most questions, our analyses are consistent with Ishimoto, Davenport, and Wittmann, with some results suggesting more minor differences between American and Japanese students than previously reported. We also highlight the pedagogical advantages of using IRCs to determine the differences in response patterns for different populations to better understand student thinking prior to instruction.Connor J. RichardsonTrevor I. SmithPaul J. WalterAmerican Physical SocietyarticleSpecial aspects of educationLC8-6691PhysicsQC1-999ENPhysical Review Physics Education Research, Vol 17, Iss 2, p 020127 (2021)
institution	DOAJ
collection	DOAJ
language	EN
topic	Special aspects of education LC8-6691 Physics QC1-999
spellingShingle	Special aspects of education LC8-6691 Physics QC1-999 Connor J. Richardson Trevor I. Smith Paul J. Walter Replicating analyses of item response curves using data from the Force and Motion Conceptual Evaluation
description	Ishimoto, Davenport, and Wittmann have previously reported analyses of data from student responses to the Force and Motion Conceptual Evaluation (FMCE), in which they used item response curves (IRCs) to make claims about American and Japanese students’ relative likelihood to choose certain incorrect responses to some questions. We have used an independent dataset of over 6,500 American students’ responses to the FMCE to generate IRCs to test their claims. Converting the IRCs to vectors, we used dot product analysis to compare each response item quantitatively. For most questions, our analyses are consistent with Ishimoto, Davenport, and Wittmann, with some results suggesting more minor differences between American and Japanese students than previously reported. We also highlight the pedagogical advantages of using IRCs to determine the differences in response patterns for different populations to better understand student thinking prior to instruction.
format	article
author	Connor J. Richardson Trevor I. Smith Paul J. Walter
author_facet	Connor J. Richardson Trevor I. Smith Paul J. Walter
author_sort	Connor J. Richardson
title	Replicating analyses of item response curves using data from the Force and Motion Conceptual Evaluation
title_short	Replicating analyses of item response curves using data from the Force and Motion Conceptual Evaluation
title_full	Replicating analyses of item response curves using data from the Force and Motion Conceptual Evaluation
title_fullStr	Replicating analyses of item response curves using data from the Force and Motion Conceptual Evaluation
title_full_unstemmed	Replicating analyses of item response curves using data from the Force and Motion Conceptual Evaluation
title_sort	replicating analyses of item response curves using data from the force and motion conceptual evaluation
publisher	American Physical Society
publishDate	2021
url	https://doaj.org/article/9a51427b2c8d435b9cea668a7112343f
work_keys_str_mv	AT connorjrichardson replicatinganalysesofitemresponsecurvesusingdatafromtheforceandmotionconceptualevaluation AT trevorismith replicatinganalysesofitemresponsecurvesusingdatafromtheforceandmotionconceptualevaluation AT pauljwalter replicatinganalysesofitemresponsecurvesusingdatafromtheforceandmotionconceptualevaluation
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Replicating analyses of item response curves using data from the Force and Motion Conceptual Evaluation

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