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Using Distractor-Driven Standards-Based Multiple-Choice Assessments and Rasch Modeling to Investigate Hierarchies of Chemistry Misconceptions and Detect Structural Problems with Individual Items
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Herrmann-Abell, Cari F.; DeBoer, George E. – Chemistry Education Research and Practice, 2011
Distractor-driven multiple-choice assessment items and Rasch modeling were used as diagnostic tools to investigate students' understanding of middle school chemistry ideas. Ninety-one items were developed according to a procedure that ensured content alignment to the targeted standards and construct validity. The items were administered to 13360…
Descriptors: Construct Validity, Chemistry, Misconceptions, Multiple Choice Tests
Using Word Associations for Assessing Non Major Science Students' Knowledge Structure before and after General Chemistry Instruction: The Case of Atomic Structure
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Nakiboglu, Canan – Chemistry Education Research and Practice, 2008
Determining students' knowledge structure is important for assessing what a learner knows about a domain of knowledge. Traditional assessment methods are not always appropriate for exploring students' knowledge structure and changes during the learning period. This study investigates how the existing knowledge structure of the learners interacts…
Descriptors: Foreign Countries, Student Teachers, Student Evaluation, Prior Learning