Identifying potential misfit items in cognitive process of learning engineering mathematics based on Rasch model

2014 International Conference on Science & Engineering in Mathematics, Chemistry and Physics

数学;化学;物理学

Ataei, Sh.^1 ; Mahmud, Z.^1 ; Khalid, M.N.^1

Faculty of Computer and Mathematical Sciences, Universiti Teknologi MARA Shah Alam, Selangor, Malaysia^1

关键词: Bloom's taxonomy;    Cognitive ability;    Cognitive process;    Engineering mathematics;    Measurement model;    Students learning;    Teaching and learning;    Theoretical modeling;   

Others  :  https://iopscience.iop.org/article/10.1088/1742-6596/495/1/012026/pdf
DOI  :  10.1088/1742-6596/495/1/012026

来源: IOP

【 摘 要 】

The students learning outcomes clarify what students should know and be able to demonstrate after completing their course. So, one of the issues on the process of teaching and learning is how to assess students' learning. This paper describes an application of the dichotomous Rasch measurement model in measuring the cognitive process of engineering students' learning of mathematics. This study provides insights into the perspective of 54 engineering students' cognitive ability in learning Calculus III based on Bloom's Taxonomy on 31 items. The results denote that some of the examination questions are either too difficult or too easy for the majority of the students. This analysis yields FIT statistics which are able to identify if there is data departure from the Rasch theoretical model. The study has identified some potential misfit items based on the measurement of ZSTD where the removal misfit item was accomplished based on the MNSQ outfit of above 1.3 or less than 0.7 logit. Therefore, it is recommended that these items be reviewed or revised to better match the range of students' ability in the respective course.