Traditional measurement instruments employed to assess the performance of student’s studying on STEM (Science, Technology, Engineering and Mathematics) related programmes typically involve classification based on final scores. The validity and reliability of these instruments and test forms are important considerations when assessing whether a student understands content and if not, where and in what way they are struggling. The aim of this study is to examine, validate and analyse the test results of first-year engineering student’s at an Institute of Higher Learning in Ireland who took the Purdue Spatial Visualisation Test of Rotation (PSVT:R). Results obtained were analysed using the RASCH measurement model to see if it could be used to provide an alternative means of measuring student learning and to help identify those who may require extra assistance to overcome academic deficiencies, particularly where spatial skills have been linked to success. Findings may be used to inform on future improvements to teaching approaches and styles.
Presentation
Assessing the Validity and Reliability of Dichotomous Test Results Using Item Response Theory on a Group of First Year Engineering Students
Conference papers
Document Type
Conference Paper
Publication Date
2015-7-13
Rights
Available under a Creative Commons Attribution Non-Commercial Share Alike 4.0 International Licence
Disciplines
Abstract
DOI
https://doi.org/10.21427/D7181N
Citation Information
Nevin, E., Behan, A., Duffy, G., Farrell, S., Harding, R., Howard, R., Mac Raighne, A., and Bowe, B. (2015). Assessing the validity and reliability of dichotomous test results using Item Response Theory on a group of first year engineering students. The 6th Research in Engineering Education Symposium (REES 2015), Dublin, Ireland, July 13-15.
REES 2015 - The 6th Research in Engineering Education Symposium