Analyzing force concept inventory with item response theory

Abstract

Item response theory is a popular assessment method used in education. It rests on the assumption of a probability framework that relates students’ innate ability and their performance on test questions. Item response theory transforms students’ raw test scores into a scaled proficiency score, which can be used to compare results obtained with different test questions. The scaled score also addresses the issues of ceiling effects and guessing, which commonly exist in quantitative assessment. We used item response theory to analyze the force concept inventory (FCI). Our results show that item response theory can be useful for analyzing physics concept surveys such as the FCI and produces results about the individual questions and student performance that are beyond the capability of classical statistics. The theory yields detailed measurement parameters regarding the difficulty, discrimination features, and probability of correct guess for each of the FCI questions.

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