Analyzing Force Concept Inventory with Item Response Theory

Abstract

Item Response Theory (IRT) is a popular assessment method used in education measurement, which builds on an assumption of a probability framework connecting students' innate ability and their actual performances on test items. The model transforms students' raw test scores through a nonlinear regression process into a scaled proficiency rating, which can be used to compare results obtained with different test questions. IRT also provides a theoretical approach to address ceiling effect and guessing. We applied IRT to analyze the Force Concept Inventory (FCI). The data was collected from 2802 students taking intro level mechanics courses at The Ohio State University. The data was analyzed with a 3-parameter item response model for multiple choice questions. We describe the procedures of the analysis and discuss the results and the interpretations. The analysis outcomes are compiled to provide a detailed IRT measurement metric of the FCI, which can be easily referenced and used by teachers and researchers for a range of assessment applications.

18 pages, 5 figures

Cited by in corpus (11)

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• Transition Matrices: A Tool to Assess Student Learning and Improve Instruction
• A three-year comparative study of dominant misconceptions among first-year physics students at a South African university
• Investigating students seriousness during selected conceptual inventory surveys
• Complex multiple-choice questions are inequitable for low-income and domestic students (and difficult for everyone)
• Replicating analyses of item response curves using data from the Force and Motion Conceptual Evaluation
• Stochastic Approximation EM for Exploratory Item Factor Analysis