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dc.contributor.authorLee, Young-Jin
dc.contributor.authorPalazzo, David J.
dc.contributor.authorWarnakulasooriya, Rasil
dc.contributor.authorPritchard, David E.
dc.date.accessioned2013-07-12T19:09:38Z
dc.date.available2013-07-12T19:09:38Z
dc.date.issued2008-01
dc.identifier.citationLee, Young-Jin, David J. Palazzo, Rasil Warnakulasooriya, and David E. Pritchard. "Measuring Student Learning With Item Response Theory." Physical Review Special Topics - Physics Education Research 4.1 (2008).
dc.identifier.urihttp://hdl.handle.net/1808/11418
dc.description.abstractWe investigate short-term learning from hints and feedback in a Web-based physics tutoring system. Both the skill of students and the difficulty and discrimination of items were determined by applying item response theory (IRT) to the first answers of students who are working on for-credit homework items in an introductory Newtonian physics course. We show that after tutoring a shifted logistic item response function with lower discrimination fits the students’ second responses to an item previously answered incorrectly. Student skill decreased by 1.0 standard deviation when students used no tutoring between their (incorrect) first and second attempts, which we attribute to “item-wrong bias.” On average, using hints or feedback increased students’ skill by 0.8 standard deviation. A skill increase of 1.9 standard deviation was observed when hints were requested after viewing, but prior to attempting to answer, a particular item. The skill changes measured in this way will enable the use of IRT to assess students based on their second attempt in a tutoring environment.
dc.language.isoen_US
dc.publisherThe American Physical Society
dc.rightsThis article is available under the terms of the Creative Commons Attribution 3.0 License. Further distribution of this work must maintain attribution to the author(s) and the published article's title, journal citation, and DOI. ©2008 The American Physical Society
dc.rights.urihttp://creativecommons.org/licenses/by/3.0/
dc.titleMeasuring student learning with item response theory
dc.typeArticle
kusw.kuauthorLee, Young-Jin
kusw.kudepartmentEducational Leadership and Policy Studies
kusw.oastatusfullparticipation
dc.identifier.doi10.1103/PhysRevSTPER.4.010102
kusw.oaversionScholarly/refereed, publisher version
kusw.oapolicyThis item meets KU Open Access policy criteria.
dc.rights.accessrightsopenAccess


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This article is available under the terms of the Creative Commons Attribution 3.0 License. Further distribution of this work must maintain attribution to the author(s) and the published article's title, journal citation, and DOI.  ©2008 The American Physical Society
Except where otherwise noted, this item's license is described as: This article is available under the terms of the Creative Commons Attribution 3.0 License. Further distribution of this work must maintain attribution to the author(s) and the published article's title, journal citation, and DOI. ©2008 The American Physical Society