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.
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March 2017
PAPERS|
March 01 2017
Transition Matrices: A Tool to Assess Student Learning and Improve Instruction
Gary A. Morris;
Gary A. Morris
1
St. Edward’s University
, Austin, TX
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Paul Walter;
Paul Walter
1
St. Edward’s University
, Austin, TX
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Spencer Skees;
Spencer Skees
2MSEED Program,
Valparaiso University
, Valparaiso, IN
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Samantha Schwartz
Samantha Schwartz
3
Plymouth High School
, Plymouth, IN
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Phys. Teach. 55, 166–169 (2017)
Citation
Gary A. Morris, Paul Walter, Spencer Skees, Samantha Schwartz; Transition Matrices: A Tool to Assess Student Learning and Improve Instruction. Phys. Teach. 1 March 2017; 55 (3): 166–169. https://doi.org/10.1119/1.4976661
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