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.
|Title of host publication||6th Research in Engineering Education Symposium (REES2015)|
|Publisher||Research In Engineering Education Network|
|Number of pages||9|
|Publication status||Published - 2015|
|Event||Research in Engineering Education Symposium - Dublin; Ireland, Ireland|
Duration: 13 Jul 2015 → 15 Jul 2015
|Conference||Research in Engineering Education Symposium|
|Period||13/07/15 → 15/07/15|
Boles, W., Goncher, A., & Jayalath, D. (2015). Uncovering misconceptions through text analysis. In 6th Research in Engineering Education Symposium (REES2015) (pp. 1-9). Research In Engineering Education Network.