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A Classical Test Theory Analysis of the Light and Spectroscopy Concept Inventory National Study Data Set
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http://dx.doi.org/10.3847/AER2010024
http://aip.metastore.ingenta.com/content/aas/journal/aer/11/1/10.3847/AER2012010
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Figures

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Figure 1.

The pre-instruction difficulty and post-instruction difficulty for each item of the LSCI are plotted along the horizontal and vertical axes, respectively. Items that become easier to answer after instruction will lie below the diagonal line

Image of Figure 2.

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Figure 2.

The pre-instruction discrimination and post-instruction discrimination for each item of the LSCI are plotted along the horizontal and vertical axes respectively. Items that increase in discrimination after instruction will lie above the diagonal line

Image of Figure 3.

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Figure 3.

The difference in difficulty, post- minus pre-, for each item of the LSCI, is plotted on the horizontal axis. Items that become easier post-instruction will be farther to the left along the horizontal axis. The difference in discrimination, post- minus pre-, for each item, is plotted on the vertical axis. Items with an increased discrimination value post-instruction will be farther up the vertical axis. The items showing improvement due to instruction are shown above the horizontal line and to the left of the vertical line

Image of Figure 4.

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Figure 4.

The post-instruction score versus pre-instruction score for the 1881 students with matched data (blue circles). The different shades of blue represent the number of students that have the pre-instruction post-instruction score combination at a given point. The line provided identifies the location of equal pre-instruction and post-instruction scores

Image of Figure 5.

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Figure 5.

The normalized gain versus pre-instruction score for the 1881 students with matched data (blue triangles). The horizontal line is the zero normalized gain line. Any point below this line corresponds to students that did worse post-instruction than they did pre-instruction

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Figure 6.

Item 3 from the LSCI

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Figure 7.

Item 21 from the LSCI

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Figure 8.

Item 25 from the LSCI

Tables

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Table 1.

The LSCI’s items’ difficulties and discriminations, calculated for both pre-instruction and postinstruction student responses. Bolded items are outside the conventionally accepted parameter ranges for item difficulty and/or discrimination

Abstract

This paper is the first in a series of investigations into the data from the recent national study using the Light and Spectroscopy Concept Inventory (LSCI). In this paper, we use classical test theory to form a framework of results that will be used to evaluate individual item difficulties, item discriminations, and the overall reliability of the LSCI. We perform an analysis of individual students’ normalized gains, providing further insight into the prior results from this data set. This investigation allows us to better understand the efficacy of measuring student achievement using the LSCI. Future papers will discuss our investigation of the data from the recent national study using item response theory (IRT).

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Scitation: A Classical Test Theory Analysis of the Light and Spectroscopy Concept Inventory National Study Data Set
http://aip.metastore.ingenta.com/content/aas/journal/aer/11/1/10.3847/AER2012010
10.3847/AER2012010
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