Transition Matrices: A Tool to Assess Student Learning and Improve Instruction

This paper introduces a new spreadsheet tool for adoption by high school or college level physics teachers who use common assessments in a pre-instruction/post-instruction mode to diagnose student learning and teaching effectiveness. The spreadsheet creates a simple matrix that identifies the percen...

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Bibliographic Details
Published inarXiv.org
Main Authors Morris, Gary A, Walter, Paul J, Skees, Spencer, Schwartz, Samantha
Format Paper Journal Article
LanguageEnglish
Published Ithaca Cornell University Library, arXiv.org 13.03.2017
Subjects
Diagnostic systems
Failure analysis
Learning
Physics - Physics Education
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Summary:This paper introduces a new spreadsheet tool for adoption by high school or college level physics teachers who use common assessments in a pre-instruction/post-instruction mode to diagnose student learning and teaching effectiveness. The spreadsheet creates a simple matrix that identifies the percentage of students who select each possible pre-/post-test answer combination on each question of the diagnostic exam. Leveraging analysis of the quality of the incorrect answer choices, one can order the answer choices from worst to best (i.e., correct), resulting in "transition matrices" that can provide deeper insight into student learning and the success or failure of the pedagogical approach than traditional analyses that employ dichotomous scoring.
ISSN:2331-8422
DOI:10.48550/arxiv.1703.01565