Measuring student learning with item response theory

Physical Review Special Topics - Physics Education Research

Volumn 4, Issue 1, 2008, Pages

  Lee, Young Jin ^a   Palazzo, David J ^a   Warnakulasooriya, Rasil ^a   Pritchard, David E ^a  

^a MASSACHUSETTS INSTITUTE OF TECHNOLOGY   (United States)

Author keywords

[No Author keywords available]

Indexed keywords

EID: 39049150968     PISSN: 15549178     EISSN: 15549178     Source Type: Journal    
DOI: 10.1103/PhysRevSTPER.4.010102     Document Type: Article

References (13)

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2. http://www.masteringphysics.com/ was made by Effective Educational Technologies, a company started by the family of one of the autligis (D.E.P.). It has been purchased by Pearson Education.
3. N. Chydowsky, R. Glaser, and J. W. Pellegrino, Knowing What Suidents Know: The Science and Design of Educational Assessment (National Academies Press, Washington, DC, 2001).
4. F. B. Baker and S.-H. Kim, Item Response Theory: Parameter Estimation Techniques (Marcel Dekker, New York, 2004).
5. R. K. Hambleton and H. Swaminathan, Item Response Theory: Principles and Applications (Kluwer Nijhoff, Boston, 1985).
6. F. M. Lord, Applications of Item Response Theory to Practical Testing Problems (Erlbaum, Mahwah, NJ, 1980).
7. Computer code BILOG-MG (Version 3.0) (Assessment Systems Corpoption; St. Paul, MN, 2003).
8. S. Kim, F. B. Baker, and M. J. Subkoviak, The 1/kn rules in the minimum logit chi-square estimation procedure when small samples are used, Br. J. Math. Stat. Psychol. 42, 113 (1989).
9. We also examined if subtasks were more beneficial than hints, considering the fact that subtasks provide much more specific infortriation than hints, but found no statistical evidence.
10. This "hints first" route was followed in 11.0% of all cases, and the median, mode, and maximum use of this route by students were 8.6% 0.01% and 71 %, respectively.
11. E.-S. Morote and D. E. Pritchard, Technology closes the gap between students' individual skills and background difference, in Proceedings of the Society for Information Technology and Teacher Education: International Conference, Atlanta, GA edited by C. Crowford, D. A. Willis, R. Carlsen, I. Gibson, K. McFerrin, J. Price, and R. Weber (AACE, . Chesapeake, VA, 2004), p. 826.
12. R. Warnakulasooriya and D. E. Pritchyd. Time to completion reveals problem-solving transfer, in Proceedings of the Physics Education Research Conference, Sacramento, CA, edited by J. Max, P. Heron, and S. Franklin (AIP, Melville, NY, 2004), p. 205.
13. R. Warnakulasooriya, D. J. Palazzo, and D. E. Pritchard, Evidence of problem-solving transfer in web-based Socratic tutor, in Proceedings of the Physics Education Researrh Conference, Salt Lake City, UT, edited by P. Heroil, L. McCullough, and J. Max (AIP, Melville, NY, 2005), p. 41.