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Download full textBao, Lei; Redish, Edward F. – 2001
Multiple-choice tests such as the Force Concept Inventory (FCI) provide useful instruments to probe the distribution of student difficulties on a large scale. However, traditional analysis often relies solely on scores (number of students giving the correct answer). This ignores what can be significant and important information: the distribution…
Descriptors: Higher Education, Learning Processes, Memory, Multiple Choice Tests
