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ERIC Number: EJ816466
Record Type: Journal
Publication Date: 2008
Pages: 6
Abstractor: As Provided
Reference Count: 13
ISBN: N/A
ISSN: ISSN-1554-9178
Measuring Student Learning with Item Response Theory
Lee, Young-Jin; Palazzo, David J.; Warnakulasooriya, Rasil; Pritchard, David E.
Physical Review Special Topics - Physics Education Research, v4 n1 p010102-1--010102-6 Jan-Jun 2008
We investigate short-term learning from hints and feedback in a Web-based physics tutoring system. Both the skill of students and the difficulty and discrimination of items were determined by applying item response theory (IRT) to the first answers of students who are working on for-credit homework items in an introductory Newtonian physics course. We show that after tutoring a shifted logistic item response function with lower discrimination fits the students' second responses to an item previously answered incorrectly. Student skill decreased by 1.0 standard deviation when students used no tutoring between their (incorrect) first and second attempts, which we attribute to "item-wrong bias." On average, using hints or feedback increased students; skill by 0.8 standard deviation. A skill increase of 1.9 standard deviation was observed when hints were requested after viewing, but prior to attempting to answer, a particular item. The skill changes measured in this way will enable the use of IRT to assess students based on their second attempt in a tutoring environment. (Contains 1 table, 5 figures, and 13 notes.)
American Physical Society. One Physics Ellipse 4th Floor, College Park, MD 20740-3844. Tel: 301-209-3200; Fax: 301-209-0865; e-mail: assocpub@aps.org; Website: http://prst-per.aps.org
Publication Type: Journal Articles; Reports - Evaluative
Education Level: Higher Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A