Abstract
All short and long versions of the Brief Electricity and Magnetism Assessment and the Conceptual Survey of Electricity and Magnetism can be used interchangeably after appropriate scale transformations.
Highlights
In physics education research (PER), concept inventories (CIs) are commonly used for assessing students’ learning throughout instruction [1]
DS1 was collected from students who enrolled in an introductory electricity and magnetism class during spring semester, while DS2 was collected from students who enrolled
Motived by the algorithm to develop and validate equivalent and short CIs recently proposed by Xiao et al [5], this study developed and validated two half-length versions of Brief Electricity and Magnetism Assessment (BEMA) (HBEMAs) under an item response theory (IRT) framework
Summary
In physics education research (PER), concept inventories (CIs) are commonly used for assessing students’ learning throughout instruction [1]. The Conceptual Survey of Electricity and Magnetism (CSEM) and the Brief Electricity and Magnetism Assessment (BEMA) are both designed to assess student understanding of introductory electricity and magnetism [2,3]. The extended algorithm was used to link and compare students’ performances on CSEM and BEMA, which are two different CIs targeting similar content
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