A Control Systems Concept Inventory Test Design and Assessment

Autor/inn/en	Bristow, M.; Erkorkmaz, K.; Huissoon, J. P.; Jeon, Soo; Owen, W. S.; Waslander, S. L.; Stubley, G. D.
Titel	A Control Systems Concept Inventory Test Design and Assessment
Quelle	In: IEEE Transactions on Education, 55 (2012) 2, S.203-212 (10 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0018-9359
DOI	10.1109/TE.2011.2160946
Schlagwörter	Diagnostic Tests; Concept Formation; Undergraduate Students; Engineering Education; Test Construction; Pretests Posttests; Item Response Theory; Test Theory; Test Items; Difficulty Level; Test Validity; Test Reliability; Error of Measurement; Scores; Foreign Countries; Canada + Suchen Sie Ihr Suchwort? Diagnostic test; Diagnostischer Test; Concept learning; Begriffsbildung; Ingenieurausbildung; Testaufbau; Item-Response-Theorie; Testtheorie; Test content; Testaufgabe; Schwierigkeitsgrad; Testvalidität; Testreliabilität; Messfehler; Ausland; Kanada
Abstract	Any meaningful initiative to improve the teaching and learning in introductory control systems courses needs a clear test of student conceptual understanding to determine the effectiveness of proposed methods and activities. The authors propose a control systems concept inventory. Development of the inventory was collaborative and iterative. The diagnostic test was administered to students before (pre) and after (post) student learning activities. Test responses were analyzed to provide instructors with feedback on their teaching. Using classical test theory and item response theory, aggregated results were analyzed to assess internal consistency and measurement error, respectively. Students demonstrated an improvement from pre- to post-test scores, showing gains of 23%-34% in understanding of new concepts learned. The internal consistency of the test has ranged from 0.61 to 0.68. It can be shown that the precision of the test is highest in the score range of 33%-66%, which is where most post-test scores occurred. (Contains 6 tables and 7 figures.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10