Abstract
The issue of unfairness arises in high-stakes public examinations when students choose questions from alternatives that are offered and marks on the alternatives turn out to be discrepant. This paper addresses and defines unfairness and discrepancy in the context of alternative questions in Physics Tertiary Entrance Examinations (TEE) in Western Australia. As well, I present an analysis of question characteristics that explain observed marks-differences. The characteristics mainly relate to the construction of the text of questions, the detail on diagrams, and requirements for calculation. The list of characteristics could inform the setting of compulsory as well as alternative examination questions. The paper includes a brief exploration of results by gender on the alternative Physics TEE questions.
This is a preview of subscription content, log in via an institution to check access.
Similar content being viewed by others
References
Andrich, D., de Jong, J. H. A. L., & Sheridan, B. E. (1997). Diagnostic opportunities with the Rasch model for ordered response categories. In J. Rost & R. Langeheine (Eds.), Applications of latent trait and latent class models in the social sciences (pp. 59–70). New York, NY: Waxmann.
Andrich, D., Sheridan, B., & Luo, G. (2000). RUMM2010: A Windows interactive program for analysing data with Rasch unidimensional models for measurement. Perth, Western Australia: RUMM Laboratory.
Bishop, A. J. (1983). Space and geometry. In R. Lesh & M. Landou (Eds.), Acquisition of Mathematics concepts and processes (pp. 175–203). New York, NY: Academic Press.
Black, P. (2000). Policy, practice and research: The case of testing and assessment. In R. Millar, J. Leach, & J. Osborne (Eds.), Improving science education: The contribution of research (pp. 327–346). Buckingham, UK: Open University.
Bland, J. M., & Altman, D. G. (1995). Multiple significance tests: The Bonferroni method. British Medical Journal, 310, 170.
Bock, R. D., & Jones, L. V. (1968). The measurement and prediction of judgement and choice. San Francisco: Holden Day.
Brown, L. et al. (Eds.). (1993). The new shorter Oxford dictionary (4th ed., Vol. 1). Oxford, UK: Oxford University.
College Entrance Examination Board. (2001). Advanced placement Physics B (Educational Testing Service, US). Retrieved May 5th, 2002, from http://www.collegeboard.com
Collins, C., Kenway, J., & McLeod, J. (2000). Gender debates we still have to have. Australian Education Researcher, 27(3), 37–48.
Curriculum Council. (1998a, 1999a). Physics, tertiary entrance examination. Perth, Western Australia: Curriculum Council.
Curriculum Council. (1997b–2003b). Physics, tertiary entrance examination report. Perth, Western Australia: Curriculum Council.
Fennema, E. (1979). Women and girls in mathematics-equity in mathematics education. Educational Studies in Mathematics, 10, 389–401.
Forster, P. (2002). Graphing in laboratory-based questions in physics tertiary entrance examinations. SCIOS, Journal of the Science Teachers' Association of Western Australia, 38(2), 16–19.
Forster, P. A. (2004). Graphing in physics: Processes and sites of error in tertiary Entrance examinations in Western Australia. Research in Science Education, 34(3), 239–265.
Forster, P. A. (in press). Data analysis in physics examinations. International Journal of Mathematical Education in Science and Technology.
Forster, P., & Marais, I. (2004). Alternative questions in the Physics Tertiary Entrance Examinations: Do they discriminate fairly between students? SCIOS, Journal of the Science Teachers' Association of Western Australia, 40(1), 15–20.
Forster, P. A., & Mueller, U. (2002). What effect does the introduction of graphics calculators have on the performance of boys and girls in assessment in tertiary entrance calculus. International Journal of Mathematical Education in Science and Technology, 33(6), 801–818.
Geelan, D. R. (2003). Teacher expertise and explanatory frameworks in a successful physics classroom. Australian Science Teachers Journal, 49(3), 22–32.
Geelan, D. R., Wildy, H., Louden, W., & Wallace, J. (2003). Teaching for understanding and/or teaching for the examination in high school physics. International Journal of Science Education, 26(4), 447–462.
Hagquist, C., & Andrich, D. (2004). Is the sense of coherence-instrument applicable on adolescents? A latent trait analysis using Rasch-modelling. Personality and Individual Differences, 36, 955–968.
Looveer, J. (2004, January). Using modern psychometric theory to identify differential item functioning in polytomous scored constructed response items. Paper presented at the 2nd International Conference on Measurement in Health, Education, Psychology and Marketing: Developments with Rasch models, Murdoch University, Perth, Western Australia.
Oxford, Cambridge and RSA Examinations. (2000). Specimen materials Physics A. Retrieved April 10th, 2002, from http://www.ocr.org.uk
Rasch, G. (1960/1980). Probabilistic models for some intelligence and attainment tests. (Copenhagen, Danish Institute for Educational Research). Expanded edition (1980) with forward and afterforward by B. D. Wright, (1980). Chicago: University of Chicago Press.
Roth, W.-M. (1996). Tests, representations, and power. Journal of Research in Science Teaching, 33(8), 817–819.
Roth, W.-M., Bowen, G. M., & McGinn, M. G. (1999). Differences in graph-related practices between high school biology textbooks and scientific ecology journals. Journal of Research in Science Teaching, 36(9), 977–1019.
Roth, W.-M., & McGinn, M. G. (1998). Inscriptions: Towards a theory of representing as social practice. Review of Educational Research, 68(1), 35–59.
Roth, W.-M., Woszczyna, C., & Smith, G. (1996). Affordances and constraints of computers in science education. Journal of Research in Science Teaching, 33(9), 995–1017.
Secondary Education Authority. (1989a–1993a). Secondary Education Statistics. Perth, Western Australia: Secondary Education Authority.
Secondary Education Authority. (1993b, 1994b). Syllabus Manual Year 11 and Year 12, Vol. VII: Science. Perth, Western Australia: Secondary Education Authority.
Secondary Education Authority. (1994c, 1995c). Physics Tertiary Entrance Examination. Perth, Western Australia: Secondary Education Authority.
Secondary Education Authority. (1994d–1996d). Physics Tertiary Entrance Examination Report. Perth, Western Australia: Secondary Education Authority.
Sfard, A. (2000). Steering (dis)course between metaphors and rigor: Using focal analysis to investigate an emergence of mathematical objects. Journal for Research in Mathematics Education, 31(3), 296–327.
Wildy, H., Louden, W., & Wallace, J. (1998). School physics and the construction of educational inequality. Australian Educational Researcher, 25(2), 39–60.
Author information
Authors and Affiliations
Corresponding author
Rights and permissions
About this article
Cite this article
Forster, P.A. Alternative Physics Examination Questions: Identification and Explanation of Different Discriminating Powers. Res Sci Educ 35, 395–423 (2005). https://doi.org/10.1007/s11165-004-5601-9
Issue Date:
DOI: https://doi.org/10.1007/s11165-004-5601-9