Analyzing exams: Are multiple-choice~questions hard for the reasons we think?

ORAL

Abstract

Exam questions are typically written to differentiate between students who can and cannot apply the concepts they are learning.~Students who score highly on an exam,~in general, do better on individual questions than those who do not.~On certain questions, however, the gap is quite large. In this talk we present an overview of a project at the University of Washington to identify and examine such questions~in introductory algebra- and calculus-based physics courses.~We hope to identify specific concepts and skills that seem to be particularly difficult for low-performing students and to develop interventions that can target those areas.

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Authors

  • Dean Bretland

    University of Washington

  • D. Niroomand

    Gonzaga University, Wabash College, Simon Fraser University, Tel Aviv University, University of Manitoba, Texas A&M University, TRIUMF, University of British Columbia, Caltech, Western Washington University, University of Washington, Whatcom Community College, Smithsonian Astrophysical Observatory, Siena College, University of Idaho, Department of Mechanical Engineering, University of Idaho, Boise State University