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Modelling Student Misconceptions Using Nested Logit Item Response Models, Mustafa Yildiz

Dissertations

Student misconceptions have been studied for decades from a curricular/instructional perspective and from the assessment/test level perspective. Numerous misconception assessment tools have been developed in order to measure students’ misconceptions relative to the correct content. Often, these tools are used to make a variety of educational decisions including students’ achievement level, instructional method effectiveness, and curriculum related achievement progress. These tools have included qualitative and quantitative assessment methods.

The quantitative analysis of misconceptions has mostly relied on classical test theory methods of test construction related to total raw score, percentage of correct responses, and/or percentage of misconception responses. More recently, …