Applying a resources framework to analysis of the Force and Motion Conceptual Evaluation

Details Applying a resources framework to analysis of the Force and Motion Conceptual Evaluation Applying a resources framework to analysis of the Force and Motion Conceptual Evaluation

2007-11-12

arxiv.org/abs/0711.1838v2

Physics

Physics Education

13 pages, 7 figures, submitted to Phys. Rev. ST Phys. Educ. Res; Revised: 12 pages, 9 figures, submitted to Phys. Rev. ST Phys

Scientific paper

10.1103/PhysRevSTPER.4.020101

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.

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