Identifying a preinstruction to postinstruction factor model for the Force Concept Inventory within a multitrait item response theory framework

by Philip Eaton, Shannon Willoughby
Published 2020-01-01

Changing epistemological beliefs with nature of science implementations

by Keith Johnson, Shannon Willoughby
Published 2018-02-01

Detecting the influence of item chaining on student responses to the Force Concept Inventory and the Force and Motion Conceptual Evaluation

by Philip Eaton, Barrett Frank, Shannon Willoughby
Published 2020-10-01

Generating a growth-oriented partial credit grading model for the Force Concept Inventory

by Philip Eaton, Keith Johnson, Shannon Willoughby
Published 2019-12-01

Identifying the stereotypical who, what, and why of physics and biology

by Megan Bruun, Shannon Willoughby, Jessi L. Smith
Published 2018-12-01

Comparing exploratory factor models of the Brief Electricity and Magnetism Assessment and the Conceptual Survey of Electricity and Magnetism

by Philip Eaton, Barrett Frank, Keith Johnson, Shannon Willoughby
Published 2019-10-01

Classical test theory and item response theory comparison of the brief electricity and magnetism assessment and the conceptual survey of electricity and magnetism

by Philip Eaton, Keith Johnson, Barrett Frank, Shannon Willoughby
Published 2019-01-01