González García, N. M., & Nieves, L. I., & Pacheco, P. B., & Marín, R. J., & Santiago-Román, A. I. (2012, June), The Development of a Spanish Version of the Concept Assessment Tools for Statics  Paper presented at 2012 ASEE Annual Conference & Exposition, San Antonio, Texas. 10.18260/1-2--22043

\bibitem{asee_peer_22043}
  González García, N. M., \& Nieves, L. I., \& Pacheco, P. B., \& Marín, R. J., \& Santiago-Román, A. I. (2012, June), \emph{The Development of a Spanish Version of the Concept Assessment Tools for Statics}
  Paper presented at 2012 ASEE Annual Conference \& Exposition, San Antonio, Texas.
  10.18260/1-2--22043

Nadgee Mar González García, Laura Isabel Nieves, Paola Beatriz Pacheco, Rosaurelis Joanne Marín, and Aidsa I. Santiago-Román.  "The Development of a Spanish Version of the Concept Assessment Tools for Statics".  2012 ASEE Annual Conference & Exposition, San Antonio, Texas, 2012, June.  ASEE Conferences, 2012.  https://peer.asee.org/22043 Internet.  25 Apr, 2024

\bibitem{asee_peer_22043}
  Nadgee Mar González García, Laura Isabel Nieves, Paola Beatriz Pacheco, Rosaurelis Joanne Marín, and Aidsa I. Santiago-Román.
  "The Development of a Spanish Version of the Concept Assessment Tools for Statics".
  \emph{2012 ASEE Annual Conference \& Exposition, San Antonio, Texas, 2012, June}.
  ASEE Conferences, 2012.
  https://peer.asee.org/22043 Internet.  25 Apr, 2024

@INPROCEEDINGS{asee_peer_22043
author = "Nadgee Mar González García, Laura Isabel Nieves, Paola Beatriz Pacheco, Rosaurelis Joanne Marín, and Aidsa I. Santiago-Román"
title = "The Development of a Spanish Version of the Concept Assessment Tools for Statics"
booktitle = "2012 ASEE Annual Conference \& Exposition"
year = "2012"
month = "June"
address = "San Antonio, Texas"
publisher = "ASEE Conferences"
note = {https://peer.asee.org/22043}
number = {10.18260/1-2--22043}
}

TY  - CPAPER
AB  -        The Development of a Spanish Version of the Concept Assessment                              Tools for StaticsAbstractConcept inventories (CIs) are a criterion-referenced tests designed to evaluate whether a studenthas an accurate working knowledge of a specific set of concepts. Typically, concept inventoriesare organized as multiple-choice tests that address a single idea in order to ensure that they arescored in a reproducible manner. The purpose of CIs includes ascertaining (a) the range of whatindividuals think a particular question is asking and (b) the most common responses andmisconceptions to the questions. In its final form, each question includes one correct answer andseveral distractors.The impact of CIs in STEM education occurred after the development of the Force ConceptInventory (FCI), a multiple-choice test designed to assess students' Newtonian conceptions offorce. Studies with the FCI showed discrepancies between students’ performance on physicscourses (grades) and their performance on the FCI. Since then, various Engineering ConceptInventories (ECIs) have been developed as a tool to identify common misconceptions on specificengineering domains. For the last 30 years, approximately 21 ECIs have been developed; inchemistry, dynamics, electronics, fluid mechanics, heat transfer, and statics, among others.Unfortunately, ECIs have been developed at institutions were student from underrepresentedpopulations, such as Hispanic, are not considered mainly because there is no access to them.Therefore, there is a need to measure the efficacy of ECI among underrepresented population todetermine its validity and reliability.Traditionally, underrepresented populations score below nations’ average on these instruments.In 2010, the National Science Foundation (NSF) funded a project whose primary objective is totest the efficacy of the Concept Assessment Tool for Statics (CATS) among bilingualengineering students from a US Hispanic Service Institution (HSI). CATS is an ECI designed todetect errors associated with important and difficult statics concepts. The questions on CATSwere developed primarily through the experience of the designer and two Statics professors atdifferent universities and according to 9 difficult concepts. Four distractors were created for eachquestion based on students’ written responses to open-ended questions.The study is composed of a 4-phase mixed method design, where each phase is guided by aspecific objective and research. In this study, a bilingual student is one who is taught both inEnglish and/or Spanish, but Spanish is their primary language. This paper focuses on resultsfrom the first phase, whose objective was the creation of a Spanish version of CATS, referred toas CATS-S. On this phase, 4 experienced Hispanic professors translated the 27 CATS questionsinto Spanish. Then, 10 Civil Engineering Hispanic graduate students were selected to take theCATS-S. Their participation was absolutely voluntary and worked independently. Participantswere requested to indicate if the questions was understandable, what and how they should beimproved. The remaining phases of the study will allow the researchers to test the CATS-Samong other Hispanic students to determine if they exhibit the same misconceptions. Resultsfrom this study will allow CATS-S to be disseminated among Spanish-speaking engineeringuniversities and to students from other HIS in the US.
AU  - Nadgee Mar González García
AU  - Laura Isabel Nieves
AU  - Paola Beatriz Pacheco
AU  - Rosaurelis Joanne Marín
AU  - Aidsa I. Santiago-Román
CY  - San Antonio, Texas
DA  - 2012/06/10
PB  - ASEE Conferences
TI  - The Development of a Spanish Version of the Concept Assessment Tools for Statics
UR  - https://peer.asee.org/22043
DO  - 10.18260/1-2--22043
ER  -