Abstract
Gender differences in performance on the Force Concept Inventory are likely not a result of different, gender-specific factor structures of the assessment.
Highlights
The Force Concept Inventory (FCI) is one of the most popular conceptual assessments currently used in physics education and physics education research [1]
Similar to the results of Ref. [33], it was found that the models fit the pretest responses to the FCI better than the post-test responses; these differences are not considered significant for the EW5M model (ΔCFI < 0.01 for both groups)
The results indicate good model fit for configural invariance pre- and post-test between the genders with all the reported fit indexes being within acceptable ranges
Summary
The Force Concept Inventory (FCI) is one of the most popular conceptual assessments currently used in physics education and physics education research [1]. This assessment was originally designed in 1992, was updated in 1995, and presently contains 30 multiple-choice items [1]. The introduction of the assessment marked a turning point in how physics education research was performed. Well-understood research-based assessments are being increasingly used in physics education studies. These assessments can be used by all instructors and researchers and are regularly tested for reliability and, subsequently, validity
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