Applying a resources framework to analysis of the Force and Motion Conceptual Evaluation
arXiv:0711.1838 · doi:10.1103/PhysRevSTPER.4.020101
Abstract
We suggest one redefinition of common clusters of questions used to analyze student responses on the Force and Motion Conceptual Evaluation (FMCE). Our goal is to move beyond the expert/novice analysis of student learning based on pre-/post-testing and the correctness of responses (either on the overall test or on clusters of questions defined solely by content). We use a resources framework, taking special note of the contextual and representational dependence of questions with seemingly similar physics content. We analyze clusters in ways that allow the most common incorrect answers to give as much, or more, information as the correctness of responses in that cluster. Furthermore, we show that false positives can be found, especially on questions dealing with Newton's Third Law.
13 pages, 7 figures, submitted to Phys. Rev. ST Phys. Educ. Res; Revised: 12 pages, 9 figures, submitted to Phys. Rev. ST Phys. Educ. Res., altered content and focus
References in corpus (1)
Cited by in corpus (4)
- Exploring the Structure of Misconceptions in the Force and Motion Conceptual Evaluation with Modified Module Analysis
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- Replicating analyses of item response curves using data from the Force and Motion Conceptual Evaluation