Evaluating Item Difficulty Patterns for Assessing Student Misconceptions in Science Across Physics, Chemistry, and Biology Concepts
نویسندگان
چکیده
Understanding item difficulty in science concepts is essential for teachers teaching and learning to avoid student misconceptions. This study aims evaluate the patterns of estimates exploring misconceptions across physics, biology, chemistry explore differential functioning (DIF) items developed diagnostic test on basis gender grade. Participants were drawn from 856 students (52.3% females 47.7% males) comprising senior high school 11 th 12 grades pre-service West Kalimantan province, Indonesia. Out 16 categorized, common causing among investigated understand using Rasch measurement. The findings this evaluated that 32 are valid reliable whereby ranged −5.13 logits 5.06 logits. Chemistry scientific discipline with highest mean than other disciplines. There no significant estimate We also found DIF issues one based four contributes a role mapping informing tackle teachers’ problems assessing improve students’ performance. Future studies limitations discussed.
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ژورنال
عنوان ژورنال: Social Science Research Network
سال: 2021
ISSN: ['1556-5068']
DOI: https://doi.org/10.2139/ssrn.3898495