Evaluating the Force Concept Inventory for different student groups at the Norwegian University of Science and Technology

TL;DR

This study assesses the reliability and discrimination power of the Force Concept Inventory (FCI) in Norwegian engineering education, emphasizing the importance of statistical validation when applying it in new contexts.

Contribution

It provides an evaluation of FCI's effectiveness in a Norwegian university setting, highlighting the need for context-specific statistical analysis.

Findings

FCI is generally reliable and discriminating in this context

Statistical tests are necessary for new application settings

Exceptions to reliability suggest careful analysis is required

Abstract

The Force Concept Inventory (FCI) was developed by Hestenes, Wells and Swackhamer, in order to assess student understanding of the concept of force. FCI has been used for over 20 years and in different countries. When applying the inventory in a new context it is important to evaluate the reliability and discrimination power of this assessment tool. In this study the reliability and discrimination power are evaluated in the context of Engineering education at a Norwegian university, using statistical tests, focusing on both item analysis and on the entire test. The results indicate that FCI is a reliable and discriminating tool in most cases. As there are exceptions, statistical tests should always be done when FCI is administered in a new context.