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A concept inventory is a criterion-referenced test designed to help determine whether a student has an accurate working knowledge of a specific set of concepts. Historically, concept inventories have been in the form of multiple-choice tests in order to aid interpretability and facilitate administration in large classes. Unlike a typical, teacher-authored multiple-choice test, questions and response choices on concept inventories are the subject of extensive research. The aims of the research include ascertaining (a) the range of what individuals think a particular question is asking and (b) the most common responses to the questions. Concept inventories are evaluated to ensure test reliability and validity. In its final form, each question includes one correct answer and several distracto

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rdfs:label	Concept inventory (en)
rdfs:comment	A concept inventory is a criterion-referenced test designed to help determine whether a student has an accurate working knowledge of a specific set of concepts. Historically, concept inventories have been in the form of multiple-choice tests in order to aid interpretability and facilitate administration in large classes. Unlike a typical, teacher-authored multiple-choice test, questions and response choices on concept inventories are the subject of extensive research. The aims of the research include ascertaining (a) the range of what individuals think a particular question is asking and (b) the most common responses to the questions. Concept inventories are evaluated to ensure test reliability and validity. In its final form, each question includes one correct answer and several distracto (en)
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Link from a Wikipage to another Wikipage	Scientific misconceptions Norm-referenced tests Biology Reliability (statistics) Validity (statistics) Genetics Natural selection Osmosis Classical mechanics Engineering Construct validity Criterion-referenced test Statistics Computer science Diffusion Force Concept Inventory Astronomy Physics education Science education Tests Chemistry Automated essay scoring Knowledge Newton's laws of motion Science education Didaskalogenic Geoscience Multiple-choice test dbr:Cutscore
Link from a Wikipage to an external page	http://geoscienceconceptinventory.wikispaces.com/home http://solar.physics.montana.edu/aae/adt/ http://www.biodqc.org/contacts http://www.foundationcoalition.org/home/keycomponents/assessment_evaluation.html http://www.lifescied.org/cgi/content/full/7/4/422%3Fmaxtoshow=&hits=10&RESULTFORMAT=1&author1=smith&author2=knight&andorexacttitle=and&andorexacttitleabs=and&andorexactfulltext=and&searchid=1&FIRSTINDEX=0&sortspec=relevance&resourcetype=HWCIT,HWELTR https://edstools.colorado.edu/input/i-multi.php%3Finv=bci&cond=0/ http://www.ncsu.edu/per/TestInfo.html http://www.biodqc.org https://web.archive.org/web/20041212202058/http:/modeling.la.asu.edu/R%26E/Research.html https://web.archive.org/web/20070713020533/http:/www.flaguide.org/cat/diagnostic/diagnostic5.php https://web.archive.org/web/20110310120759/http:/www.lifescinventory.edu.au/ https://web.archive.org/web/20110917034304/http:/www.evolutionassessment.org/ https://web.archive.org/web/20190129194618/http:/dqc.crcstl.msu.edu/ http://jchemed.chem.wisc.edu/JCEDlib/QBank/collection/CQandChP/CQs/ConceptsInventory/CCIIntro.html https://engineering.purdue.edu/SCI
sameAs	Concept inventory Concept inventory Concept inventory Concept inventory
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has abstract	A concept inventory is a criterion-referenced test designed to help determine whether a student has an accurate working knowledge of a specific set of concepts. Historically, concept inventories have been in the form of multiple-choice tests in order to aid interpretability and facilitate administration in large classes. Unlike a typical, teacher-authored multiple-choice test, questions and response choices on concept inventories are the subject of extensive research. The aims of the research include ascertaining (a) the range of what individuals think a particular question is asking and (b) the most common responses to the questions. Concept inventories are evaluated to ensure test reliability and validity. In its final form, each question includes one correct answer and several distractors. Ideally, a score on a criterion-referenced test reflects the amount of content knowledge a student has mastered. Criterion-referenced tests differ from norm-referenced tests in that (in theory) the former is not used to compare an individual's score to the scores of the group. Ordinarily, the purpose of a criterion-referenced test is to ascertain whether a student mastered a predetermined amount of content knowledge; upon obtaining a test score that is at or above a , the student can move on to study a body of content knowledge that follows next in a learning sequence. In general, item difficulty values ranging between 30% and 70% are best able to provide information about student understanding. The distractors are incorrect or irrelevant answers that are usually (but not always) based on students' commonly held misconceptions. Test developers often research student misconceptions by examining students' responses to open-ended essay questions and conducting "think-aloud" interviews with students. The distractors chosen by students help researchers understand student thinking and give instructors insights into students' prior knowledge (and, sometimes, firmly held beliefs). This foundation in research underlies instrument construction and design, and plays a role in helping educators obtain clues about students' ideas, scientific misconceptions, and didaskalogenic ("teacher-induced" or "teaching-induced") confusions and conceptual lacunae that interfere with learning. (en)
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is Link from a Wikipage to another Wikipage of	Scientific literacy Norm-referenced test Scientific misconceptions David Hestenes Standards-based education reform in the United States Multiple choice Conceptual question Constructive alignment Criterion-referenced test Active learning Ipsative Just-in-time teaching Alternative assessment Educational assessment Force Concept Inventory Item response theory Item tree analysis Massachusetts Comprehensive Assessment System Natasha Holmes Physics education Psychometrics

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