Using textual analysis with Concept Inventories to identify root causes of misconceptions

Goncher, Andrea, Boles, Wageeh, & Jayalath, Dhammika (2014) Using textual analysis with Concept Inventories to identify root causes of misconceptions. In 2014 IEEE Frontiers in Education Conference Proceedings, 2014 IEEE, Madrid, Spain, pp. 71-74.

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Engineers must have deep and accurate conceptual understanding of their field and Concept inventories (CIs) are one method of assessing conceptual understanding and providing formative feedback. Current CI tests use Multiple Choice Questions (MCQ) to identify misconceptions and have undergone reliability and validity testing to assess conceptual understanding. However, they do not readily provide the diagnostic information about students’ reasoning and therefore do not effectively point to specific actions that can be taken to improve student learning. We piloted the textual component of our diagnostic CI on electrical engineering students using items from the signals and systems CI. We then analysed the textual responses using automated lexical analysis software to test the effectiveness of these types of software and interviewed the students regarding their experience using the textual component. Results from the automated text analysis revealed that students held both incorrect and correct ideas for certain conceptual areas and provided indications of student misconceptions. User feedback also revealed that the inclusion of the textual component is helpful to students in assessing and reflecting on their own understanding.

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ID Code: 78791
Item Type: Conference Paper
Refereed: Yes
Additional URLs:
Keywords: Concept inventories, telecommunications engineering, formative assessment, conceptual understanding
DOI: 10.1109/FIE.2014.7043999
ISBN: 9781479939220
Subjects: Australian and New Zealand Standard Research Classification > ENGINEERING (090000) > OTHER ENGINEERING (099900) > Engineering not elsewhere classified (099999)
Australian and New Zealand Standard Research Classification > EDUCATION (130000) > CURRICULUM AND PEDAGOGY (130200) > Science Technology and Engineering Curriculum and Pedagogy (130212)
Divisions: Current > QUT Faculties and Divisions > Science & Engineering Faculty
Copyright Owner: Copyright IEEE 2014
Copyright Statement: Unless otherwise noted on the first page of each paper, IEEE copyrights all papers.
Deposited On: 19 Nov 2014 05:35
Last Modified: 27 Jun 2017 04:07

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