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Performance based analysis for profiling skills and competencies for progress files . Carol Collins Research Fellow in Teaching and Learning . Introduction. Exploratory item analysis into student performance on computer-based assessment (CBA) tests

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performance based analysis for profiling skills and competencies for progress files

Performance based analysis for profiling skills and competencies for progress files

Carol Collins

Research Fellow

in

Teaching and Learning

introduction
Introduction
  • Exploratory item analysis into student performance on computer-based assessment (CBA) tests
  • Do stronger or weaker students perform better or worse on different question types.
    • Multiple-choice, Multiple Response, Hotspots and Selections
    • Profiling of students’ performance on CBA tests for PDP portfolios
methodology
Methodology
  • 3 Examinations
    • Two Personal development planning (PDP)
    • One Scheme Module
    • Cohort totalling 325 students
    • Top 20% taken and put into 2 groups for each of the examinations
    • Question analysis taking:
      • Average score
      • Facility
      • Discrimination
results
Results
  • The HOT SPOT questions discriminates the most (1.04 difference in score per question)
  • The Multiple-choice is second (0.97)
  • Multiple Response (0.59)
  • Selection (0.34)
results cont
Results Cont:

The three following slides

show the facility score

for the question types

conclusion
CONCLUSION
  • Stronger students perform better on hot spots than weaker students
  • Multiple-choice questions are effective at discriminating between students
  • Question types that have variable ratios between correct and incorrect responses should be constructed with caution so they are not to easy or too hard
  • Item analysis can inform practitioner on best ways of improving performance
  • Students can use feedback on performance to help improve practice
recommendations
RECOMMENDATIONS
  • Further investigation into performance of stronger weaker students on item types
  • Sharing and pooling of resources (test items)
  • Build calibrated item banks for testing PDP skills and competencies that are interdisciplinary
  • Practitioner to use data to inform practice
  • Students to use test transcripts for PDP
  • Students to use data from item analysis reports for reflective practice and evaluation for PDP portfolio
contact details carol collins
ContactdetailsCarol Collins
  • email: carol.collins@luton.ac.uk
  • Teaching and Learning
  • University of Luton