مورد إلكتروني

A Rasch modeling approach to analyzing students’ incorrect answers on multiple-choice questions: An example from wave optics

التفاصيل البيبلوغرافية
العنوان: A Rasch modeling approach to analyzing students’ incorrect answers on multiple-choice questions: An example from wave optics
عناروين إضافية: Primjena Rasch modeliranja u analizi netočnih odgovora studenata na pitanja višestrukog izbora: Primjer iz valne optike
المصدر: Metodički ogledi : časopis za filozofiju odgoja; ISSN 0353-765X (Print); ISSN 1848-2325 (Online); Volume 29; Issue 1
بيانات النشر: Croatian Philosophical Society 2022
تفاصيل مُضافة: Salibašić Glamočić, Džana
Mešić, Vanes
نوع الوثيقة: Electronic Resource
مستخلص: An analysis of students’ difficulties for a curricular topic may help the educator to gain better insight into students’ reasoning about that topic which is a prerequisite for high-quality teaching. The purpose of this study was to demonstrate how distractor analysis may be used for identifying students’ difficulties in a certain topic. In order to be in position to perform invariant measurement and to easily relate students’ difficulties to their achievement levels, we decided to take a Rasch modeling approach. Our study included 14 wave optics items and 286 students from five universities in Slovenia, Croatia, and Bosnia and Herzegovina. Rasch modeling was used to estimate item and student measures, as well as to create option probability curves which allowed us to relate students’ achievement levels to the choice of individual distractors. It has been found that all 14 included items function in line with the Rasch model. In 10 out of 14 items there were distractors chosen by at least 25% of students. For several out of these 10 items, the option probability curves indicated that attractiveness of individual distractors depended on students’ ability levels. We could conclude that the Rasch-based distractor analysis may provide very useful information for differentiation of physics instruction.
Analiza studentskih poteškoća vezanih za određenu nastavnu temu može pomoći predavaču u stjecanju boljeg uvida u studentsko razumijevanje određene teme, što je preduvjet za visokokvalitetnu nastavu. Svrha ovog istraživanja sastojala se u demonstriranju načina na koji analize ometača mogu biti iskorištene za identificiranje studentskih poteškoća u određenom području. Kako bismo mogli provoditi invarijantna mjerenja i lako povezati studentske poteškoće s razinama njihovih postignuća, odlučili smo se studiju provesti u okviru Rasch formalizma. Naše istraživanje obuhvatilo je 14 zadataka iz područja valne optike i 286 studenata s pet sveučilišta u Sloveniji, Hrvatskoj te Bosni i Hercegovini. Rasch modeliranje korišteno je za procjenu težine zadataka i sposobnosti studenata, kao i za kreiranje krivulja vjerojatnosti ponuđenih opcija što nam je omogućilo povezivanje razine razumijevanja studenata s izborom pojedinačnih ometača. Utvrđeno je da svih 14 zadataka funkcionira u skladu s Rasch modelom. Za 10 zadataka imali smo ometače koje je odabralo najmanje 25 % studenata. Kod nekoliko od ovih 10 zadataka krivulje vjerojatnosti ponuđenih opcija ukazuju na to da atraktivnost pojedinačnih ometača ovisi o razinama sposobnosti učenika. Možemo zaključiti da analiza ometača primjenom Rasch modeliranja može dati vrlo korisne informacije za diferencijaciju nastave fizike.
مصطلحات الفهرس: Rasch modeling; distractor analysis; option probability curves; wave optics, Rasch modeliranje; analiza ometača; krivulje vjerojatnosti ponuđenih opcija; valna optika, text, info:eu-repo/semantics/article, info:eu-repo/semantics/publishedVersion
URL: https://hrcak.srce.hr/279507
https://hrcak.srce.hr/file/404867
info:eu-repo/semantics/altIdentifier/doi/10.21464/mo.29.1.4
الإتاحة: Open access content. Open access content
info:eu-repo/semantics/openAccess
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أرقام أخرى: HRCAK oai:hrcak.srce.hr:279507
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