June 20, 2010
June 20, 2010
June 23, 2010
Educational Research and Methods
15.1218.1 - 15.1218.20
The Development of a Q-Matrix for the Concept Assessment Tool for Statics Abstract
A concept inventory (CI) is a multiple-choice instrument designed to evaluate whether a person has an accurate, working knowledge of a specific set of concepts. An important role of -conceptions their students hold which may
successfully in instructional settings, due in part to statistical analysis techniques that are
To begin filling this gap, a study was conducted to determine the applicability of a new statistical method called the Fusion Model to the Concept Assessment Tool for Statics (CATS) among engineering students from various universities. A four-phase procedure was developed to apply the Fusion Model to CATS. Each phase had a specific objective that was tied to a primary research question. This paper focuses on phase 1 the generation of a Q-matrix that relates a set of cognitive attributes to specific CATS questions. The process used in this phase of the study consisted of analyzing the items in CATS and determining the cognitive attributes required for students to choose the framework facets of understanding. Results from this study led to the development of a Q-matrix in which 13 attributes were identified among the 27 items. Six of those attributes were identified and expected to be more problematic. Identification of these attributes provide an additional diagnostic information to instructors because instructors will know not only which concepts the students find more difficult, but also what specific attributes contribute to making the concept difficult. With this added information, instruction can be targeted to those specific attributes or concepts.
For the past several years, programs within the National Science Foundation (NSF) have provided funding to Science, Technology, Engineering, and Math (STEM) educators to encourage the creation of various discipline specific concept inventories1. A concept inventory (CI) is a multiple-choice instrument designed to evaluate whether a person has an accurate, working knowledge of a specific set of concepts2. An important role instructors with clues about the pre-conceptions their students hold which may be actively interfering with learning. Similarly, the Concept Assessment Tool for Statics (CATS) has been l understanding of fundamental statics concepts3. The multiple choice questions in CATS were developed according to specific statics concepts.
solving static problem. Engineering statics is a pivotal course in fields related to mechanical and civil engineering. It is the branch of mechanics concerned with the analysis of loads (force, torque/moment) on physical systems in static equilibrium4. Specifically, statics concepts are used in the analysis of structures such as those in architectural and structural engineering.
Santiago Roman, A., & Streveler, R., & Steif, P., & DiBello, L. (2010, June), The Development Of A Q Matrix For The Concept Assessment Tool For Statics Paper presented at 2010 Annual Conference & Exposition, Louisville, Kentucky. https://peer.asee.org/16659
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