Assessing Learning in Small Sized Physics Courses

TL;DR

This paper presents the development and validation of a concept inventory for a small-sized undergraduate physics course, utilizing Rasch modeling to analyze results despite limited test takers.

Contribution

It introduces a new concept inventory tailored for small classes and demonstrates its validation using Rasch modeling, addressing challenges of small sample sizes.

Findings

Successful validation of the inventory with Rasch analysis

Effective assessment of content knowledge and cognitive skills

Applicability of Rasch model for small sample educational research

Abstract

We describe the construction, validation and testing of a concept inventory for an Introduction to Physics of Semiconductors course offered by the department of physics for undergraduate engineering students. By design, this inventory addresses both content knowledge and ability to interpret content via different cognitive processes described in Bloom's taxonomy. The primary challenge comes from the low number of test takers. Since the Rasch Model (aka 1PL IRT model), can be used with small sample sizes, we describe Rasch Modeling analysis and results for this concept inventory.