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Distractors (incorrect responses) on research-designed multiple choice instruments like the FCI reflect prevalent student misconceptions. Hence analyzing all student responses on an equal footing should yield information on actual student beliefs, whereas total score only sets a threshold for “Newtonian Thinking”. We developed a Multi-dimensional Nominal Item Response Theory that yields a “weight matrix” acting on a student’s responses to give various dimensions of ability. Analyzing 3 large colleges called State, State University, and University in order of increasing posttest score on the FCI, we find that Dimension 1 correlates with score at the 0.98 level. The weight matrix elements for the second dimension correlate at ~0.73 among these colleges and positive ability#2 represents understanding N’s 3rd but not his 2nd law vs the reverse for negative ability#2. The third dimension shows correlations of ~ 0.4 and we find that this dimension has partially different implications across the colleges.

AAPT SM21

FCI Higher Dimensions Determined by Analyzing Right and Wrong Responses

misconceptions revealed

wrong answers

psychometrics

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FCI Higher Dimensions Determined by Analyzing Right and Wrong Responses

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Student Reflections: Exploring Physics, Ethics, and the Military-Industrial Complex

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