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dc.contributor.authorZAVALA ENRIQUEZ, GENARO;26003
dc.contributor.authorTejada, Santa
dc.contributor.authorBarniol, Pablo
dc.contributor.authorBeichner, Robert:599280
dc.creatorZavala G.
dc.date.accessioned2018-05-18T14:36:08Z
dc.date.available2018-05-18T14:36:08Z
dc.date.issued2017-08-31
dc.identifier.urihttps://www.scopus.com/inward/record.uri?partnerID=HzOxMe3b&scp=85030315967&origin=inward
dc.identifier.urihttp://hdl.handle.net/11285/629691
dc.description.abstractIn this article, we present several modifications to the Test of Understanding Graphs in Kinematics. The most significant changes are (i) the addition and removal of items to achieve parallelism in the objectives (dimensions) of the test, thus allowing comparisons of students’ performance that were not possible with the original version, and (ii) changes to the distractors of some of the original items that represent the most frequent alternative conceptions. The final modified version (after an iterative process involving four administrations of test variations over two years) was administered to 471 students of an introductory university physics course at a large private university in Mexico. When analyzing the final modified version of the test it was found that the added items satisfied the statistical tests of difficulty, discriminatory power, and reliability; also, that the great majority of the modified distractors were effective in terms of their frequency selection and discriminatory power; and, that the final modified version of the test satisfied the reliability and discriminatory power criteria as well as the original test. Here, we also show the use of the new version of the test, presenting a new analysis of students’ understanding not possible to do before with the original version of the test, specifically regarding the objectives and items that in the new version meet parallelisms. Finally, in the PhysPort project (physport.org), we present the final modified version of the test. It can be used by teachers and researchers to assess students’ understanding of graphs in kinematics, as well as their learning about them.
dc.language.isoengen_US
dc.publisherThe American Physical Societyen_US
dc.relation.ispartofPhysical Review Physics Education Research
dc.relation.ispartofseries2
dc.relation.urlhttps://journals.aps.org/prper/abstract/10.1103/PhysRevPhysEducRes.13.020111en_US
dc.rightsOpen Accessen_US
dc.rights.urihttp://creativecommons.org/licenses/by-nc-nd/3.0/us/*
dc.titleModifying the test of understanding graphs in kinematicsen_US
dc.typeArtículo / Articleen_US
dc.identifier.journalPhysical Review Physics Education Researchen_US
dc.subject.keywordKinematicsen_US
dc.subject.keywordTUG-Ken_US
dc.identifier.volume13en_US
dc.identifier.issue2en_US
dc.contributor.affiliationTecnologico de Monterreyen_US
dc.subject.disciplineIngeniería y Ciencias Aplicadas / Engineering & Applied Sciencesen_US
dc.subject.countryEstados Unidos de América / United Statesen_US
dc.identifier.eid2-s2.0-85030315967
dc.identifier.scopusidSCOPUS_ID:85030315967
dc.relation.volume13
refterms.dateFOA2018-05-18T14:36:09Z
html.description.abstract<html> <head> <title></title> </head> <body> <p>In this article, we present several modifications to the Test of Understanding Graphs in Kinematics. The most significant changes are (i)&#160;the addition and removal of items to achieve parallelism in the objectives (dimensions) of the test, thus allowing comparisons of students&#8217; performance that were not possible with the original version, and (ii)&#160;changes to the distractors of some of the original items that represent the most frequent alternative conceptions. The final modified version (after an iterative process involving four administrations of test variations over two years) was administered to 471 students of an introductory university physics course at a large private university in Mexico. When analyzing the final modified version of the test it was found that the added items satisfied the statistical tests of difficulty, discriminatory power, and reliability; also, that the great majority of the modified distractors were effective in terms of their frequency selection and discriminatory power; and, that the final modified version of the test satisfied the reliability and discriminatory power criteria as well as the original test. Here, we also show the use of the new version of the test, presenting a new analysis of students&#8217; understanding not possible to do before with the original version of the test, specifically regarding the objectives and items that in the new version meet parallelisms. Finally, in the PhysPort project (<a href="https://www.physport.org/">physport.org</a>), we present the final modified version of the test. It can be used by teachers and researchers to assess students&#8217; understanding of graphs in kinematics, as well as their learning about them.</p> </body> </html>en_US


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