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Constructed-response (CR) questions are a mainstay of introductory physics textbooks and exams. However, because of time, cost, and scoring reliability constraints associated with this format, CR questions are being increasingly replaced by…
Research-based assessment instruments (RBAIs) are ubiquitous throughout both physics instruction and physics education research. The vast majority of analyses involving student responses to RBAI questions have focused on whether or not a…
The growing dependence on eTextbooks and Massive Open Online Courses (MOOCs) has led to an increase in the amount of students' learning data. By carefully analyzing this data, educators can identify difficult exercises, and evaluate the…
Accuracy-based evaluation of Large Language Models (LLMs) measures benchmark-specific performance rather than underlying medical competency: it treats all questions as equally informative, conflates model ability with item characteristics,…
Differential item functioning (DIF) arises alongside latent population heterogeneity in many applications, and both must be accounted for when assessing measurement invariance. In many practical settings, however, the comparison groups are…
Although conceptual assessment tests are commonly administered at the beginning and end of a semester, this pre-post approach has inherent limitations. Specifically, education researchers and instructors have limited ability to observe the…
Despite the availability of benchmark machine learning (ML) repositories (e.g., UCI, OpenML), there is no standard evaluation strategy yet capable of pointing out which is the best set of datasets to serve as gold standard to test different…
Item difficulty plays a crucial role in test performance, interpretability of scores, and equity for all test-takers, especially in large-scale assessments. Traditional approaches to item difficulty modeling rely on field testing and…
Inference making is an essential but complex skill in reading comprehension (RC). Some inferences require resolving references across sentences, and some rely on using prior knowledge to fill in the detail that is not explicitly written in…
Light phenomena conceptual assessment (LPCA) is a conceptual survey of light phenomena that has been recently established by the physics education research (PER) scholars. Studying the LPCA psychometric properties is always imperative to…
Generative AI is transforming the educational landscape, raising significant concerns about cheating. Despite the widespread use of multiple-choice questions in assessments, the detection of AI cheating in MCQ-based tests has been almost…
Within the educational context, a key goal is to assess students acquired skills and to cluster students according to their ability level. In this regard, a relevant element to be accounted for is the possible effect of the school students…
Computerized adaptive tests (CATs) play a crucial role in educational assessment and diagnostic screening in behavioral health. Unlike traditional linear tests that administer a fixed set of pre-assembled items, CATs adaptively tailor the…
Inverse reinforcement learning (IRL) is an imitation learning approach to learning reward functions from expert demonstrations. Its use avoids the difficult and tedious procedure of manual reward specification while retaining the…
Conceptual inventory surveys are routinely used in education research to identify student learning needs and assess instructional practices. Students might not fully engage with these instruments because of the low stakes attached to them.…
Investigating student learning and understanding of conceptual physics is a primary research area within Physics Education Research (PER). Multiple quantitative methods have been employed to analyze commonly used mechanics conceptual…
Monte Carlo simulations are the primary methodology for evaluating Item Response Theory (IRT) methods, yet marginal reliability - the fundamental metric of data informativeness - is rarely treated as an explicit design factor. Unlike in…
The Force Concept Inventory (FCI) can be used as an assessment tool to measure conceptual gains in a cohort of students. The FCI uses a conceptions/"misconceptions" lens rather than a context dependent perspective, such as…
Item factor analysis (IFA) refers to the factor models and statistical inference procedures for analyzing multivariate categorical data. IFA techniques are commonly used in social and behavioral sciences for analyzing item-level response…
Computerized Adaptive Testing (CAT) is a widely used, efficient test mode that adapts to the examinee's proficiency level in the test domain. CAT requires pre-trained item profiles, for CAT iteratively assesses the student real-time based…