2019/05/31 by David P Waters, David P. Waters, Dragoş Amarie +7 · 2 citations
Medicine · Physics and Astronomy · Psychology · Social Sciences · #Applied psychology #Concept inventory #Conceptual framework #Demography #Experimental and Theoretical Physics Studies #Innovative Teaching Methods #Mathematics education #Medical education #Medicine #Political science #Population #Psychology #Science Education and Pedagogy #Seriousness #Social psychology #Social science #Sociology #Test (biology) #physics.ed-ph
paper · pdf · doi:10.1103/physrevphyseducres.15.020118
published in Physical Review Physics Education Research 15(2) (American Physical Society) · 8 pages; submitted to Phys Rev PER
openalex created_date 2019/05/29 · arxiv created 2019/07/12 · openalex publication_date 2019/08/26 · arxiv updated 2019/09/04 · openalex updated_date 2026/08/05
Conceptual inventory surveys are routinely used in education research to identify student learning needs and assess instructional practices. Students might not fully engage with these instruments because of the low stakes attached to them. This paper explores tests that can be used to estimate the percentage of students in a population who might not have taken such surveys seriously. These three seriousness tests are the pattern recognition test, the easy questions test, and the uncommon answers test. These three tests are applied to sets of students who were assessed either by the Force Concept Inventory, the Conceptual Survey of Electricity and Magnetism, or the Brief Electricity and Magnetism Assessment. The results of our investigation are compared to computer simulated populations of random answers.