Development and analysis of a Numbas diagnostic tool for use in a mathematics refresher program
DOI:
https://doi.org/10.21100/msor.v22i3.1479Keywords:
education, learning technology, maths support, diagnostic tool, mathematics refresher program, knowledge map, item analysis, NumbasAbstract
We describe the development and analysis of an online diagnostic tool implemented in the Numbas e-learning system and used in an Australian university mathematics refresher program. Following the rapid transition to online delivery of the refresher program caused by COVID-19, the diagnostic instruments and methods used within the pre-pandemic, in-person, version of the program were lost. In 2022, we undertook to revive them in a way that would honour their original diagnostic purpose but offer a more sophisticated approach utilising the Numbas diagnostic exam type. Improvement of the tool after its initial deployment has involved the use of Rasch-based item analysis and recursive refinement of the knowledge map underlying the items.References
Meijer, R. R. and Nering, M. L. (1999). Computerized Adaptive Testing: Overview and Introduction. Applied Psychological Measurement, 23(3), pp.187-194. https://doi.org/10.1177/01466219922031310
Rylands L. and Shearman D. (2022). Diagnostic tests: Purposes and two case studies. MSOR Connections, 20(3), pp.45-54. https://doi.org/10.21100/msor.v20i3.1281
Wu, M., Tam, H.P. and Jen, T.H. (2016). Educational measurement for applied researchers. Theory into practice. Springer Singapore. https://doi.org/10.1007/978-981-10-3302-5
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2024-04-25
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