Uncovering misconceptions through text analysis

Wageeh Boles, Andrea Goncher, Dhammika Jayalath

    Research output: Book chapter/Published conference paperConference paperpeer-review


    Assessing students' conceptual understanding of technical content is important for instructors as well as students to learn content and apply knowledge in various contexts. Concept inventories that identify possible misconceptions through validated multiple-choice questions are helpful in identifying a misconception that may exist, but do not provide a meaningful assessment of why they exist or the nature of the students' understanding. We conducted a case study with undergraduate students in an electrical engineering course by testing a validated multiple-choice response concept inventory that we augmented with a component for students to provide written explanations for their multiple-choice selection. Results revealed that correctly chosen multiplechoice selections did not always match correct conceptual understanding for question testing a specific concept. The addition of a text-response to multiplechoice concept inventory questions provided an enhanced and meaningful assessment of students' conceptual understanding and highlighted variables associated with current concept inventories or multiple choice questions.
    Original languageEnglish
    Title of host publication6th Research in Engineering Education Symposium (REES2015)
    PublisherResearch In Engineering Education Network
    Number of pages9
    Publication statusPublished - 2015
    EventResearch in Engineering Education Symposium - Dublin; Ireland, Ireland
    Duration: 13 Jul 201515 Jul 2015


    ConferenceResearch in Engineering Education Symposium


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