Transition Matrices: A Tool to Assess Student Learning and Improve Instruction

Autor/inn/en	Morris, Gary A.; Walter, Paul; Skees, Spencer; Schwartz, Samantha
Titel	Transition Matrices: A Tool to Assess Student Learning and Improve Instruction
Quelle	In: Physics Teacher, 55 (2017) 3, S.166-169 (4 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0031-921X
DOI	10.1119/1.4976661
Schlagwörter	Spreadsheets; Secondary School Teachers; College Faculty; Science Teachers; Physics; Student Evaluation; Teacher Effectiveness; Matrices; Science Tests; Pretests Posttests; Diagnostic Tests; Test Items; Test Construction; Scoring + Suchen Sie Ihr Suchwort? Spread sheet; Spredsheets; Spreadsheet; Tabellenkalkulation; Fakultät; Science; Teacher; Teachers; Science teacher; Wissenschaft; Lehrer; Lehrerin; Lehrende; Physik; Schulnote; Studentische Bewertung; Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg; Matrizenrechnung; Diagnostic test; Diagnostischer Test; Test content; Testaufgabe; Testaufbau; Bewertung
Abstract	This paper introduces a new spreadsheet tool for adoption by high school or college-level physics teachers who use common assessments in a pre-instruction/post-instruction mode to diagnose student learning and teaching effectiveness. The spreadsheet creates a simple matrix that identifies the percentage of students who select each possible pre-/post-test answer combination on each question of the diagnostic exam. Leveraging analysis of the quality of the incorrect answer choices, one can order the answer choices from worst to best (i.e., correct), resulting in "transition matrices" that can provide deeper insight into student learning and the success or failure of the pedagogical approach than traditional analyses that employ dichotomous scoring. (As Provided).
Anmerkungen	American Association of Physics Teachers. One Physics Ellipse, College Park, MD 20740. Tel: 301-209-3300; Fax: 301-209-0845; e-mail: pubs@aapt.org; Web site: http://aapt.scitation.org/journal/pte
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01