Using Item Response Theory To Assess Changes in Student Performance Based on Changes in Question Wording

• Kimberly D. Schurmeier ^[1] ; Charles H. Atwood ^[2] ; Carrie G. Shepler ^[3] ; Gary J. Lautenschlager ^[2]
  1. [1] Georgia Southern University

     Georgia Southern University

     Estados Unidos

     
  2. [2] University of Georgia

     University of Georgia

     Estados Unidos

     
  3. [3] Georgia Institute of Technology

     Georgia Institute of Technology

     Estados Unidos

     

  Mostrar afiliaciones +
• Localización: Journal of chemical education, ISSN 0021-9584, Vol. 87, Nº 11 (November), 2010, págs. 1268-1272
• Idioma: inglés
• Texto completo no disponible (Saber más ...)
• Resumen

  • Five years of longitudinal data for general chemistry student assessments at the University of Georgia have been analyzed using item response theory (IRT). Our analysis indicates that minor changes in question wording on exams can make significant differences in student performance on assessment questions. This analysis encompasses data from over 6100 students, giving an extremely small statistical uncertainty. IRT provided us with a new insight into student performance on our assessments that is also important to the chemical education community. In this paper, IRT, in conjunction with computerized testing, indicates how nuances in question wording impact student performance on assessments.