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Xiao, Yang; Koenig, Kathleen; Han, Jing; Liu, Jing; Liu, Qiaoyi; Bao, Lei – Physical Review Physics Education Research, 2019
Standardized concept inventories (CIs) have been widely used in science, technology, engineering, and mathematics education for assessment of student learning. In practice, there have been concerns regarding the length of the test and possible test-retest memory effect. To address these issues, a recent study developed a method to split a CI into…
Descriptors: Scientific Concepts, Science Tests, Energy, Magnets
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Bao, Lei; Xiao, Yang; Koenig, Kathleen; Han, Jing – Physical Review Physics Education Research, 2018
In science, technology, engineering, and mathematics education there has been increased emphasis on teaching goals that include not only the learning of content knowledge but also the development of scientific reasoning skills. The Lawson classroom test of scientific reasoning (LCTSR) is a popular assessment instrument for scientific reasoning.…
Descriptors: Science Tests, Science Process Skills, Logical Thinking, Test Validity
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Xiao, Yang; Han, Jing; Koenig, Kathleen; Xiong, Jianwen; Bao, Lei – Physical Review Physics Education Research, 2018
Assessment instruments composed of two-tier multiple choice (TTMC) items are widely used in science education as an effective method to evaluate students' sophisticated understanding. In practice, however, there are often concerns regarding the common scoring methods of TTMC items, which include pair scoring and individual scoring schemes. The…
Descriptors: Hierarchical Linear Modeling, Item Response Theory, Multiple Choice Tests, Case Studies
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Han, Jing; Koenig, Kathleen; Cui, Lili; Fritchman, Joseph; Li, Dan; Sun, Wanyi; Fu, Zhao; Bao, Lei – Physical Review Physics Education Research, 2016
In a recent study, the 30-question Force Concept Inventory (FCI) was theoretically split into two 14-question "half-length" tests (HFCIs) covering the same set of concepts and producing mean scores that can be equated to those of the original FCI. The HFCIs require less administration time and reduce test-retest issues when different…
Descriptors: Physics, Scientific Concepts, Science Instruction, College Science
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Han, Jing; Bao, Lei; Chen, Li; Cai, Tianfang; Pi, Yuan; Zhou, Shaona; Tu, Yan; Koenig, Kathleen – Physical Review Special Topics - Physics Education Research, 2015
The Force Concept Inventory (FCI) is a 30-question multiple-choice assessment that has been a building block for much of the physics education research done today. In practice, there are often concerns regarding the length of the test and possible test-retest effects. Since many studies in the literature use the mean score of the FCI as the…
Descriptors: Physics, Multiple Choice Tests, Science Instruction, Scores
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Ding, Lin; Reay, Neville; Lee, Albert; Bao, Lei – Physical Review Special Topics - Physics Education Research, 2011
It is well documented that when solving problems experts first search for underlying concepts while students tend to look for equations and previously worked examples. The overwhelming majority of end-of-chapter (EOC) problems in most introductory physics textbooks contain only material and examples discussed in a single chapter, rarely requiring…
Descriptors: Physics, Science Instruction, College Science, Introductory Courses
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Pritchard, David E.; Lee, Young-Jin; Bao, Lei – Physical Review Special Topics - Physics Education Research, 2008
We present mathematical learning models--predictions of student's knowledge vs amount of instruction--that are based on assumptions motivated by various theories of learning: tabula rasa, constructivist, and tutoring. These models predict the improvement (on the post-test) as a function of the pretest score due to intervening instruction and also…
Descriptors: Educational Strategies, Constructivism (Learning), Pretests Posttests, Prior Learning
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Ding, Lin; Reay, Neville W.; Lee, Albert; Bao, Lei – Physical Review Special Topics - Physics Education Research, 2008
Pre-testing and post-testing is a commonly used method in Physics Education Research to assess student learning gains. It is well recognized in the community that timings and incentives in delivering conceptual tests can impact test results. However, it is difficult to control these variables across different studies. As a common practice, a…
Descriptors: Physics, Science Education, Pretests Posttests, Student Evaluation
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Bao, Lei; Redish, Edward F. – Physical Review Special Topics - Physics Education Research, 2006
Decades of education research have shown that students can simultaneously possess alternate knowledge frameworks and that the development and use of such knowledge are context dependent. As a result of extensive qualitative research, standardized multiple-choice tests such as Force Concept Inventory and Force-Motion Concept Evaluation tests…
Descriptors: Physics, Qualitative Research, Statistical Analysis, Prior Learning