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Optimizing the length of computerized adaptive testing for the Force Concept Inventory
16 references·0 citing·38 second hop
Optimizing the length of computerized adaptive testing for the Force Concept Inventory (2021)Optimizing the length of computerized ada…A review of effect sizes and their confidence intervals, Part I: The Cohen's d family (2018)A review of effect sizes and …Applying the Rasch Model (2015)Applying the Rasch ModelCalculating and reporting effect sizes to facilitate cumulative science: a practical primer for t-tests and ANOVAs (2013)Calculating and reporting eff…mirt : A Multidimensional Item Response Theory Package for the R Environment (2012)mirt : A Multidimensional Ite…Item Response Theory (2010)Item Response TheoryInteractive-engagement versus traditional methods: A six-thousand-student survey of mechanics test data for introductory physics courses (1998)Interactive-engagement versus…On the effectiveness of active-engagement microcomputer-based laboratories (1997)On the effectiveness of activ…Local Dependence Indexes for Item Pairs Using Item Response Theory (1997)Local Dependence Indexes for …Interpreting the force concept inventory: A response to March 1995 critique by Huffman and Heller (1995)Interpreting the force concep…Force concept inventory (1992)Force concept inventoryThe initial knowledge state of college physics students (1985)The initial knowledge state o…Common sense concepts about motion (1985)Common sense concepts about m…Appropriateness measurement with polychotomous item response models and standardized indices (1985)Appropriateness measurement w…Effects of Local Item Dependence on the Fit and Equating Performance of the Three-Parameter Logistic Model (1984)Effects of Local Item Depende…APPLICATION OF COMPUTERIZED ADAPTIVE TESTING TO EDUCATIONAL PROBLEMS (1984)APPLICATION OF COMPUTERIZED A…Improving Measurement Quality and Efficiency with Adaptive Testing (1982)Improving Measurement Quality…A Stochastic Approximation Method (1951)Statistical Theories of Mental Test Scores (1969)Structural Equations with Latent Variables. (1991)Adaptation of the Fear of COVID-19 Scale: Its Association with Psychological Distress and Life Satisfaction in Turkey (2020)Why Ordinal Variables Can (Almost) Always Be Treated as Continuous Variables: Clarifying Assumptions of Robust Continuous and Ordinal Factor Analysis Estimation Methods (2020)Bayesian Item Response Modeling in R with brms and Stan (2021)The 2 Sigma Problem: The Search for Methods of Group Instruction as Effective as One-to-One Tutoring (1984)Teaching problem solving through cooperative grouping. Part 1: Group versus individual problem solving (1992)Does Active Learning Work? A Review of the Research (2004)Active learning increases student performance in science, engineering, and mathematics (2014)The Mechanization of the World Picture (1961)Students’ preconceptions in introductory mechanics (1982)Toward a modeling theory of physics instruction (1987)Surveying students’ conceptual knowledge of electricity and magnetism (2001)Should Science be Taught in Early Childhood? (2005)Statistical Methods for Meta-Analysis (1988)Introduction to Meta‐Analysis (2009)Estimating the reproducibility of psychological science (2015)Mini Meta‐Analysis of Your Own Studies: Some Arguments on Why and a Primer on How (2016)How Many Participants Do We Have to Include in Properly Powered Experiments? A Tutorial of Power Analysis with Reference Tables (2019)Introduction to Meta‐Analysis (2021)Unifactor Latent Trait Models Applied to Multifactor Tests: Results and Implications (1979)Scaling Performance Assessments: Strategies for Managing Local Item Dependence (1993)Development and Validation of Patient-Reported Outcome Measures for Sleep Disturbance and Sleep-Related Impairments (2010)World Health Organization Quality-of-Life Scale (WHOQOL-BREF): Analyses of Their Item Response Theory Properties Based on the Graded Responses Model. (2010)Climate-Science Communication and the Measurement Problem (2014)Climate‐Science Communication and the Measurement Problem (2015)Peer Instruction: Ten years of experience and results (2001)Where's the evidence that active learning works? (2006)The Flipped Classroom: A Survey of the Research (2020)Development and use of diagnostic tests to evaluate students’ misconceptions in science (1988)Learning by Collaborating: Convergent Conceptual Change (1992)An item response analysis of the pediatric PROMIS anxiety and depressive symptoms scales (2010)Establishing a common metric for depressive symptoms: Linking the BDI-II, CES-D, and PHQ-9 to PROMIS Depression. (2014)Critical Values for Yen’s Q 3 : Identification of Local Dependence in the Rasch Model Using Residual Correlations (2016)Fundamentals of Quantitative Research (2017)The updated Vocabulary Levels Test (2017)Self-assessment in the process of self-regulated learning and its relationship with academic achievement (2019)
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References

  • 2013Calculating and reporting effect sizes to facilitate cumulative science: a practical primer for t-tests and ANOVAs10,259 cited
  • 1998Interactive-engagement versus traditional methods: A six-thousand-student survey of mechanics test data for introductory physics courses6,068 cited
  • 1992Force concept inventory3,233 cited
  • 2012mirt : A Multidimensional Item Response Theory Package for the R Environment2,709 cited
  • 1985The initial knowledge state of college physics students1,075 cited
  • 2015Applying the Rasch Model1,065 cited
  • 1985Common sense concepts about motion847 cited
  • 1997Local Dependence Indexes for Item Pairs Using Item Response Theory810 cited
  • 1984Effects of Local Item Dependence on the Fit and Equating Performance of the Three-Parameter Logistic Model803 cited
  • 2010Item Response Theory546 cited
  • 1984APPLICATION OF COMPUTERIZED ADAPTIVE TESTING TO EDUCATIONAL PROBLEMS500 cited
  • 1985Appropriateness measurement with polychotomous item response models and standardized indices458 cited
  • 1982Improving Measurement Quality and Efficiency with Adaptive Testing412 cited
  • 2018A review of effect sizes and their confidence intervals, Part I: The Cohen's d family405 cited
  • 1995

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Interpreting the force concept inventory: A response to March 1995 critique by Huffman and Heller
360 cited
  • 1997On the effectiveness of active-engagement microcomputer-based laboratories314 cited
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