Sessions Strands
K-16 Student Academic Success in STEM
Using Item Response Theory to Assess Longitudinal Performance of General Chemistry Students at the University of Georgia
Using Item Response Theory (IRT) analysis of our test items we recognized the common misconceptions hampering student learning in general chemistry. Our instruction was changed to specifically address those issues. We determined that our grading scale for the last seven years has remained constant providing an absolute metric for determining effects of instructional change. We will address the student conceptual problems, discuss our class changes, and show our success in improving student learning.
Session Presenters
- Charles H. Atwood : University of Georgia
- Kimberly D. Schurmeier : University of Georgia
- Carrie G. Shepler : University of Georgia
- Gary J. Lautenschlager : University of Georgia