Comparing Item Responses on the FMCE and FCI

Details Comparing Item Responses on the FMCE and FCI Comparing Item Responses on the FMCE and FCI

Dec 2006

adsabs.harvard.edu/cgi-bin/nph-data_query?bibcode=2006aas...20924803c&link_type=abstract

2007 AAS/AAPT Joint Meeting, American Astronomical Society Meeting 209, #248.03

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Scientific paper

In this talk we compare and contrast student’s responses and scores on the Halloun-Hestenes Force Concept Inventory (FCI) to the Thornton-Sokoloff Force and Motion Conceptual Evaluation (FMCE). Both tests are multiple-choice assessment instruments whose results are used to characterize how well a first-term, introductory physics course promotes conceptual understanding. However, the two exams have slightly different content domains, as well as different representational formats. Hence, one exam or the other might better fit the interests of a given instructor/researcher. To begin the comparison, we outline how to determine a single-number score for the FMCE. We then compare scores on the FCI and the FMCE for more than one thousand students in the Studio Physics course at Rensselaer Polytechnic Institute. We found that the mean score on the FCI is significantly higher than the mean score on the FMCE, however there is a very strong relationship between scores on the two exams. The slope of a best fit line drawn through FCI versus FMCE data is approximately 0.65, and the correlation coefficient is approximately r = 0.8, for both pre-instructional and post-instructional testing. In spite of this strong relationship, the assessments measure different normalized gains under identical circumstances. Additionally, students who scored well on one exam did not necessarily score well on the other. We use this discrepancy to uncover some subtle, but important, differences between the exams. We also present ranges of normalized gains for the FMCE in a variety of instructional settings.

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