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This paper presents the first item response theory (IRT) analysis of thenational data set on introductory, general education, college-level astronomyteaching using the Light and Spectroscopy Concept Inventory (LSCI). We used thedifference between students' pre- and post-instruction IRT-estimated abilitiesas a measure of learning gain. This analysis provides deeper insights thanprior publications into both the LSCI as an instrument and into theeffectiveness of teaching and learning in introductory astronomy courses. OurIRT analysis supports the classical test theory findings of prior studies usingthe LSCI with this population. In particular, we found that students in classesthat used active learning strategies at least 25\% of the time had averageIRT-estimated learning gains that were approximately 1 logit larger thanstudents in classes that spent less time on active learning strategies. We alsofound that instructors who want their classes to achieve an improvement inabilities of average $\Delta \theta = 1$ logit must spend at least 25\% ofclass time on active learning strategies. However, our analysis also powerfullyillustrates the lack of insight into student learning that is revealed bylooking at a single measure of learning gain, such as average $\Delta \theta$.Educators and researchers should also examine the distributions of students'abilities pre- and post-instruction in order to understand how many studentsactually achieved an improvement in their abilities and whether or not amajority of students have moved to post-abilities significantly greater thanthe national average.

An item response theory evaluation of the Light and Spectroscopy Concept Inventory national data set