基于项目反应理论的多项选择题错误答案的量化排序
Quantitatively ranking incorrect responses to multiple-choice questions using item response theory
摘要：
研究性评价工具在物理教学和物理教育研究中无处不在。绝大多数涉及学生对RBAI问题的回答的分析都集中在学生是否选择了正确的答案，并使用正确性来衡量成长。这种方法往往低估了丰富的信息，可以通过检查学生的具体选择不正确的答案。在本研究中，我们的目标是通过定量确定各种不正确反应的相对正确性来揭示一些有价值的信息。为了实现这一点，我们提出了一个假设，使我们能够定义相对正确性：学生谁有一个牛顿物理学的理解很高的可能会回答更多的问题正确，也更有可能选择更好的不正确的反应，比学生谁有一个低的理解。使用项目反应理论的分析符合这一假设，博克的名义反应模型允许我们对每个不正确的反应进行唯一的排名。我们目前的结果，从7,000多名学生的反应，力和运动的概念评估。
英文摘要：
Research-based assessment instruments (RBAIs) are ubiquitous throughout both physics instruction and physics education research. The vast majority of analyses involving student responses to RBAI questions have focused on whether or not a student selects correct answers and using correctness to measure growth. This approach often undervalues the rich information that may be obtained by examining students' particular choices of incorrect answers. In the present study, we aim to reveal some of this valuable information by quantitatively determining the relative correctness of various incorrect responses. To accomplish this, we propose an assumption that allow us to define relative correctness: students who have a high understanding of Newtonian physics are likely to answer more questions correctly and also more likely to choose better incorrect responses, than students who have a low understanding. Analyses using item response theory align with this assumption, and Bock's nominal response model allows us to uniquely rank each incorrect response. We present results from over 7,000 students' responses to the Force and Motion Conceptual Evaluation.
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