Using Classical Test Theory and Item Response Theory to Evaluate the LSCI

Details Using Classical Test Theory and Item Response Theory to Evaluate the LSCI Using Classical Test Theory and Item Response Theory to Evaluate the LSCI

Jan 2011

adsabs.harvard.edu/cgi-bin/nph-data_query?bibcode=2011aas...21724702s&link_type=abstract

American Astronomical Society, AAS Meeting #217, #247.02; Bulletin of the American Astronomical Society, Vol. 43, 2011

Computer Science

Learning

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Analyzing the data from the recent national study using the Light and Spectroscopy Concept Inventory (LSCI), this project uses both Classical Test Theory (CTT) and Item Response Theory (IRT) to investigate the LSCI itself in order to better understand what it is actually measuring. We use Classical Test Theory to form a framework of results that can be used to evaluate the effectiveness of individual questions at measuring differences in student understanding and provide further insight into the prior results presented from this data set. In the second phase of this research, we use Item Response Theory to form a theoretical model that generates parameters accounting for a student's ability, a question's difficulty, and estimate the level of guessing. The combined results from our investigations using both CTT and IRT are used to better understand the learning that is taking place in classrooms across the country. The analysis will also allow us to evaluate the effectiveness of individual questions and determine whether the item difficulties are appropriately matched to the abilities of the students in our data set. These results may require that some questions be revised, motivating the need for further development of the LSCI. This material is based upon work supported by the National Science Foundation under Grant No. 0715517, a CCLI Phase III Grant for the Collaboration of Astronomy Teaching Scholars (CATS). Any opinions, findings, and conclusions or recommendations expressed in this material are those of the authors and do not necessarily reflect the views of the National Science Foundation.

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