Exploring Student Understanding of the Engineering Design Process Using Distractor Analysis

• In Event: Poster Session 2
  In Poster Session: Science Teaching and Learning SIG Poster Session 2

Abstract

Typical approaches to assessing students’ understanding of the engineering design process (EDP) include performance assessments that are time-consuming to score. It is also possible to use multiple-choice (MC) items to assess the EDP, but the diagnostic value of this assessment format is often viewed as limited. However, through the use of distractor analysis, it is possible to glean additional insights into student conceptualizations of complex concepts. Using an EDP assessment based on MC items, this study illustrates the value of distractor analysis for exploring students’ understanding of the EDP. Results indicate that students with different levels of achievement have substantively different conceptualizations of the EDP, and that distractor analysis is a useful approach to explore students’ conceptualization of the EDP.

Authors

• Stefanie A. Wind, The University of Alabama - Tuscaloosa

• Meltem Alemdar, Georgia Institute of Technology

• Jeremy Lingle, Georgia Institute of Technology

• Sunni Newton, Georgia Institute of Technology

• Jessica Gale, Georgia Institute of Technology

• Roxanne Moore, Georgia Insitute of Technology