scholarly journals Physics Formative Feedback Game: Utilization of Isomorphic Multiple-choice Items to Help Students Learn Kinematics

TEM Journal ◽  
2020 ◽  
pp. 1625-1632
Author(s):  
Sentot Kusairi ◽  
Dinda Anggita Puspita ◽  
Ahmad Suryadi ◽  
Hadi Suwono
Keyword(s):  
Formative Assessment ◽  
Conceptual Understanding ◽  
Computer Games ◽  
Multiple Choice ◽  
Formative Feedback ◽  
Physics Teacher ◽  
Initial Trial ◽  
Multiple Choice Items

In a physics classroom, kinematics is an essential concept that must be mastered before learning others. The students need ongoing practice and assistance in understanding it. Formative assessment is one of the alternatives to help students reshape their conceptual understanding, but its implementation is often constrained. The implementation of isomorphic multiple choice items as part of computer games is expected to help them overcome the problems. Physics Formative Feedback Game (PF2G) has been developed by utilizing isomorphic multiple choice items. Based on the results of the initial trial, PF2G got a good response, from the physics teacher and also from the students.

Inconsistencies in Students' Reasoning About Probability

1993 ◽  
Vol 24 (5) ◽  
pp. 392-414
Author(s):  
Clifford Konold ◽  
Alexander Pollatsek ◽  
Arnold Well ◽  
Jill Lohmeier ◽  
Abigail Lipson
Keyword(s):  
Secondary School ◽  
Random Process ◽  
Conceptual Understanding ◽  
Secondary School Students ◽  
Multiple Choice ◽  
School Students ◽  
College Age ◽  
Prediction Scheme ◽  
Multiple Choice Items

Subjects were asked to select from among four possible sequences the “most likely” to result from flipping a coin five times. Contrary to the results of Kahneman and Tversky (1972), the majority of subjects (72%) correctly answered that the sequences are equally likely to occur. This result suggests, as does performance on similar NAEP items, that most secondary school and college-age students view successive outcomes of a random process as independent. However, in a follow-up question, subjects were also asked to select the “least likely” result. Only half the subjects who had answered correctly responded again that the sequences were equally likely; the others selected one of the sequences as least likely. This result was replicated in a second study in which 20 subjects were interviewed as they solved the same problems. One account of these logically inconsistent responses is that subjects reason about the two questions from different perspectives. When asked to select the most likely outcome, some believe they are being asked to predict what actually will happen, and give the answer “equally likely” to indicate that all of the sequences are possible. This reasoning has been described by Konold (1989) as an “outcome approach” to uncertainty. This prediction scheme does not fit questions worded in terms of the least likely result, and thus some subjects select an incompatible answer based on “representativeness” (Kahneman & Tversky, 1972). These results suggest that the percentage of secondary school students who understand the concept of independence is much lower than the latest NAEP results would lead us to believe and, more generally, point to the difficulty of assessing conceptual understanding with multiple-choice items.

scholarly journals A FEASIBLE GUIDANCE FOR ORDERED MULTIPLE-CHOICE ITEMS IN STUDENTS’ HIERARCHICAL UNDERSTANDING LEVELS

2019 ◽  
Vol 18 (1) ◽  
pp. 77-89
Author(s):  
King-Dow Su
Keyword(s):  
Conceptual Understanding ◽  
Multiple Choice ◽  
Cognitive Responses ◽  
Future Perspectives ◽  
Validity And Reliability ◽  
Particulate Nature Of Matter ◽  
Particulate Nature ◽  
Basic Framework ◽  
Hierarchical Levels ◽  
Multiple Choice Items

This research focuses on students’ 5 hierarchical levels of Ordered Multiple-Choice (OMC) items for their extensive conceptualized understanding in the particulate nature of matter (PNM) chemistry. The basic framework for OMC items is to link students’ conceptual understanding levels with possible cognitive responses. Developed as the substantial learning perspective, OMC item approaches benefit students with dominant formulations in directing a new impetus on individual mental constructions. This research attempts to establish the validity and reliability through assessing students’ understanding levels. The main methodology of innovative OMC design manifests students’ verified responsive accumulations; with 5 hierarchical mental conceptualizations from naive understanding up to complete systemic PNM understanding. OMC findings offer students more choices to determine the most appropriate corresponding answer towards different conceptualization levels and to set their individual responses at the medium understanding levels. All contribution of this research gives students’ future perspectives in more collaborative engagements with further administering OMC items.

Certainty-Based Marking on Multiple-Choice Items: Psychometrics Meets Decision Theory

Psychometrika ◽  
2021 ◽  
Author(s):  
Qian Wu ◽  
Monique Vanerum ◽  
Anouk Agten ◽  
Andrés Christiansen ◽  
Frank Vandenabeele ◽  
...  
Keyword(s):  
Decision Theory ◽  
Multiple Choice ◽  
Multiple Choice Items

scholarly journals Formatively assessing prospective teachers’ skills in leading mathematics discussions

2021 ◽  
Author(s):  
Meghan Shaughnessy ◽  
Nicole M. Garcia ◽  
Michaela Krug O’Neill ◽  
Sarah Kate Selling ◽  
Amber T. Willis ◽  
...  
Keyword(s):  
Elementary Teachers ◽  
Formative Assessment ◽  
Conceptual Understanding ◽  
Prospective Teachers ◽  
First Year ◽  
Teacher Education Programs ◽  
First Year Teachers ◽  
Education Programs ◽  
Prospective Elementary Teachers ◽  
Making Sense

AbstractMathematics discussions are important for helping students to develop conceptual understanding and to learn disciplinary norms and practices. In recent years, there has been increased attention to teaching prospective teachers to lead discussions with students. This paper examines the possibilities of designing a formative assessment that gathers information about prospective elementary teachers’ skills with leading problem-based mathematics discussions and makes sense of such information. A decomposition of the practice of leading discussions was developed and used to design the assessment. Nine first-year teachers who graduated from a range of different teacher education programs participated in the study. The findings reveal that our formative assessment works to gather information about teachers’ capabilities with leading discussions and that the associated tools support making sense of the information gathered. This suggests that such tools could be useful to support the formative assessment of the developing capabilities of prospective teachers.

What's Wrong with Three-Option Multiple Choice Items?

1987 ◽  
Vol 47 (2) ◽  
pp. 513-522 ◽  
Author(s):  
Steven V. Owen ◽  
Robin D. Froman
Keyword(s):  
Multiple Choice ◽  
Multiple Choice Items

scholarly journals FREE-RESPONSE AND MULTIPLE-CHOICE ITEMS: MEASURES OF THE SAME ABILITY?

1990 ◽  
Vol 1990 (1) ◽  
pp. i-29 ◽  
Author(s):  
Randy Elliot Bennett ◽  
Donald A. Rock ◽  
Minhwei Wang
Keyword(s):  
Multiple Choice ◽  
Free Response ◽  
Multiple Choice Items
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