Validating the Diagnostic Capability of the Concept Assessment Tool for Statics (CATS) with Student Think-Alouds | Zendy

Dana Denick | Zendy; Aidsa Santiago-Román | Zendy; James W. Pellegrino | Zendy; Ruth Streveler | Zendy; Louis V. DiBello | Zendy

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Validating the Diagnostic Capability of the Concept Assessment Tool for Statics (CATS) with Student Think-Alouds

Author(s) -

Dana Denick,

Aidsa Santiago-Román,

James W. Pellegrino,

Ruth Streveler,

Louis V. DiBello

Publication year - 2020

Language(s) - English

Resource type - Conference proceedings

DOI - 10.18260/1-2--22737

Subject(s) - set (abstract data type) , computer science , cognition , psychology , concept inventory , mathematics education , neuroscience , programming language

This paper reports findings from a verbal protocol study eliciting students' reasoning about key statics concepts as assessed by the Concept Assessment Tool for Statics (CATS). The work is part of a larger project focused on developing a comprehensive model of validity for the use of concept inventories in engineering education. The interviews collected and analyzed as part of this study provide validity evidence regarding the concepts assessed and the nature of student reasoning in solving statics problems. Findings suggest that CATS can provide evidence for instructors as to whether or not students have attained mastery of specific concepts. However, aspects of the data reveal that there is ambiguous evidence regarding the nature of students’ mastery of specific concepts.

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