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pro vyhledávání: '"Smith, Trevor I."'
Autor:
Smith, Trevor I., Kazmi, Mohammad A., Sarles III, Richard R., Sbrana, Joshua A., Soper, Cody W., Bendjilali, Nasrine
Previous work has shown that item response theory may be used to rank incorrect response options to multiple-choice items on commonly used assessments. This work has shown that, when the correct response to each item is specified, a nominal response
Externí odkaz:
http://arxiv.org/abs/2410.05231
Publikováno v:
Phys. Rev. Phys. Educ. Res. 17, 020127 (2021)
Ishimoto, Davenport, and Wittmann have previously reported analyses of data from student responses to the Force and Motion Conceptual Evaluation (FMCE), in which they used item response curves (IRCs) to make claims about American and Japanese student
Externí odkaz:
http://arxiv.org/abs/2104.08552
Autor:
Brahmia, Suzanne White, Olsho, Alexis, Smith, Trevor I., Boudreaux, Andrew, Eaton, Philip, Zimmerman, Charlotte
One desired outcome of introductory physics instruction is that students will develop facility with reasoning quantitatively about physical phenomena. Little research has been done regarding how students develop the algebraic concepts and skills invo
Externí odkaz:
http://arxiv.org/abs/2009.10865
Autor:
Smith, Trevor I., Eaton, Philip, Brahmia, Suzanne White, Olsho, Alexis, Boudreaux, Andrew, Zimmerman, Charlotte
We have developed the Physics Inventory of Quantitative Literacy (PIQL) as a tool to measure students' quantitative literacy in the context of introductory physics topics. We present the results from various quantitative analyses used to establish th
Externí odkaz:
http://arxiv.org/abs/2007.08586
Autor:
Smith, Trevor I., Eaton, Philip, Brahmia, Suzanne White, Olsho, Alexis, Boudreaux, Andrew, DePalma, Chris, LaSasso, Victor, Straguzzi, Scott, Whitener, Christopher
The Physics Inventory of Quantitative Literacy (PIQL), a reasoning inventory under development, aims to assess students' physics quantitative literacy at the introductory level. The PIQL's design presents the challenge of isolating types of mathemati
Externí odkaz:
http://arxiv.org/abs/1907.05491
Publikováno v:
Phys. Rev. Phys. Educ. Res. 16, 010107 (2020)
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 sele
Externí odkaz:
http://arxiv.org/abs/1906.00521
Publikováno v:
Phys. Rev. Phys. Educ. Res. 16, 010120 (2020)
Mathematical reasoning skills are a desired outcome of many introductory physics courses, particularly calculus-based physics courses. Positive and negative quantities are ubiquitous in physics, and the sign carries important and varied meanings. Nov
Externí odkaz:
http://arxiv.org/abs/1903.03806
Autor:
Smith, Trevor I., Brahmia, Suzanne W., Olsho, Alexis, Boudreaux, Andrew, Eaton, Philip, Kelly, Paul J., Louis, Kyle J., Nussenbaum, Mitchell A., Remy, Louis J.
In an effort to improve the quality of citizen engagement in workplace, politics, and other domains in which quantitative reasoning plays an important role, Quantitative Literacy (QL) has become the focus of considerable research and development effo
Externí odkaz:
http://arxiv.org/abs/1901.03351
Autor:
Smith, Trevor I.
Model analysis provides a mechanism for representing student learning as measured by standard multiple-choice surveys. The model plot contains information regarding both how likely students in a particular class are to choose the correct answer and h
Externí odkaz:
http://arxiv.org/abs/1604.02090
We present results of our investigation into student understanding of the physical significance and utility of the Boltzmann factor in several simple models. We identify various justifications, both correct and incorrect, that students use when answe
Externí odkaz:
http://arxiv.org/abs/1508.04108