Measuring student learning with item response theory
We investigate short-term learning from hints and feedback in a Web-based physics tutoring system. Both the skill of students and the difficulty and discrimination of items were determined by applying item response theory (IRT) to the first answers of students who are working on for-credit homework...
Ausführliche Beschreibung
Autor*in: |
Young-Jin Lee [verfasserIn] David J. Palazzo [verfasserIn] Rasil Warnakulasooriya [verfasserIn] David E. Pritchard [verfasserIn] |
---|
Format: |
E-Artikel |
---|---|
Sprache: |
Englisch |
Erschienen: |
2008 |
---|
Schlagwörter: |
---|
Übergeordnetes Werk: |
In: Physical Review Special Topics. Physics Education Research - American Physical Society, 2007, 4(2008), 1 |
---|---|
Übergeordnetes Werk: |
volume:4 ; year:2008 ; number:1 |
Links: |
---|
Katalog-ID: |
DOAJ066965632 |
---|
LEADER | 01000caa a22002652 4500 | ||
---|---|---|---|
001 | DOAJ066965632 | ||
003 | DE-627 | ||
005 | 20230309064347.0 | ||
007 | cr uuu---uuuuu | ||
008 | 230228s2008 xx |||||o 00| ||eng c | ||
035 | |a (DE-627)DOAJ066965632 | ||
035 | |a (DE-599)DOAJ8df8f5892ac54c318d8dfd5c86a5a0e8 | ||
040 | |a DE-627 |b ger |c DE-627 |e rakwb | ||
041 | |a eng | ||
050 | 0 | |a LC8-6691 | |
050 | 0 | |a QC1-999 | |
100 | 0 | |a Young-Jin Lee |e verfasserin |4 aut | |
245 | 1 | 0 | |a Measuring student learning with item response theory |
264 | 1 | |c 2008 | |
336 | |a Text |b txt |2 rdacontent | ||
337 | |a Computermedien |b c |2 rdamedia | ||
338 | |a Online-Ressource |b cr |2 rdacarrier | ||
520 | |a We investigate short-term learning from hints and feedback in a Web-based physics tutoring system. Both the skill of students and the difficulty and discrimination of items were determined by applying item response theory (IRT) to the first answers of students who are working on for-credit homework items in an introductory Newtonian physics course. We show that after tutoring a shifted logistic item response function with lower discrimination fits the students’ second responses to an item previously answered incorrectly. Student skill decreased by 1.0 standard deviation when students used no tutoring between their (incorrect) first and second attempts, which we attribute to “item-wrong bias.” On average, using hints or feedback increased students’ skill by 0.8 standard deviation. A skill increase of 1.9 standard deviation was observed when hints were requested after viewing, but prior to attempting to answer, a particular item. The skill changes measured in this way will enable the use of IRT to assess students based on their second attempt in a tutoring environment. | ||
650 | 4 | |a Short-term learning | |
650 | 4 | |a IRT | |
650 | 4 | |a Item-wrong bias | |
653 | 0 | |a Special aspects of education | |
653 | 0 | |a Physics | |
700 | 0 | |a David J. Palazzo |e verfasserin |4 aut | |
700 | 0 | |a Rasil Warnakulasooriya |e verfasserin |4 aut | |
700 | 0 | |a David E. Pritchard |e verfasserin |4 aut | |
773 | 0 | 8 | |i In |t Physical Review Special Topics. Physics Education Research |d American Physical Society, 2007 |g 4(2008), 1 |w (DE-627)490223028 |w (DE-600)2191918-5 |x 15549178 |7 nnns |
773 | 1 | 8 | |g volume:4 |g year:2008 |g number:1 |
856 | 4 | 0 | |u https://doaj.org/article/8df8f5892ac54c318d8dfd5c86a5a0e8 |z kostenfrei |
856 | 4 | 0 | |u http://link.aps.org/abstract/PRSTPER/v4/e010102 |z kostenfrei |
856 | 4 | 2 | |u https://doaj.org/toc/1554-9178 |y Journal toc |z kostenfrei |
912 | |a GBV_USEFLAG_A | ||
912 | |a SYSFLAG_A | ||
912 | |a GBV_DOAJ | ||
912 | |a GBV_ILN_20 | ||
912 | |a GBV_ILN_22 | ||
912 | |a GBV_ILN_23 | ||
912 | |a GBV_ILN_24 | ||
912 | |a GBV_ILN_31 | ||
912 | |a GBV_ILN_39 | ||
912 | |a GBV_ILN_40 | ||
912 | |a GBV_ILN_60 | ||
912 | |a GBV_ILN_62 | ||
912 | |a GBV_ILN_63 | ||
912 | |a GBV_ILN_65 | ||
912 | |a GBV_ILN_69 | ||
912 | |a GBV_ILN_70 | ||
912 | |a GBV_ILN_73 | ||
912 | |a GBV_ILN_95 | ||
912 | |a GBV_ILN_105 | ||
912 | |a GBV_ILN_110 | ||
912 | |a GBV_ILN_151 | ||
912 | |a GBV_ILN_161 | ||
912 | |a GBV_ILN_170 | ||
912 | |a GBV_ILN_213 | ||
912 | |a GBV_ILN_230 | ||
912 | |a GBV_ILN_285 | ||
912 | |a GBV_ILN_293 | ||
912 | |a GBV_ILN_370 | ||
912 | |a GBV_ILN_602 | ||
912 | |a GBV_ILN_2009 | ||
912 | |a GBV_ILN_2014 | ||
912 | |a GBV_ILN_4012 | ||
912 | |a GBV_ILN_4037 | ||
912 | |a GBV_ILN_4112 | ||
912 | |a GBV_ILN_4125 | ||
912 | |a GBV_ILN_4126 | ||
912 | |a GBV_ILN_4249 | ||
912 | |a GBV_ILN_4305 | ||
912 | |a GBV_ILN_4306 | ||
912 | |a GBV_ILN_4307 | ||
912 | |a GBV_ILN_4313 | ||
912 | |a GBV_ILN_4322 | ||
912 | |a GBV_ILN_4323 | ||
912 | |a GBV_ILN_4324 | ||
912 | |a GBV_ILN_4325 | ||
912 | |a GBV_ILN_4335 | ||
912 | |a GBV_ILN_4338 | ||
912 | |a GBV_ILN_4367 | ||
912 | |a GBV_ILN_4700 | ||
951 | |a AR | ||
952 | |d 4 |j 2008 |e 1 |
author_variant |
y j l yjl d j p djp r w rw d e p dep |
---|---|
matchkey_str |
article:15549178:2008----::esrnsueterigihtm |
hierarchy_sort_str |
2008 |
callnumber-subject-code |
LC |
publishDate |
2008 |
allfields |
(DE-627)DOAJ066965632 (DE-599)DOAJ8df8f5892ac54c318d8dfd5c86a5a0e8 DE-627 ger DE-627 rakwb eng LC8-6691 QC1-999 Young-Jin Lee verfasserin aut Measuring student learning with item response theory 2008 Text txt rdacontent Computermedien c rdamedia Online-Ressource cr rdacarrier We investigate short-term learning from hints and feedback in a Web-based physics tutoring system. Both the skill of students and the difficulty and discrimination of items were determined by applying item response theory (IRT) to the first answers of students who are working on for-credit homework items in an introductory Newtonian physics course. We show that after tutoring a shifted logistic item response function with lower discrimination fits the students’ second responses to an item previously answered incorrectly. Student skill decreased by 1.0 standard deviation when students used no tutoring between their (incorrect) first and second attempts, which we attribute to “item-wrong bias.” On average, using hints or feedback increased students’ skill by 0.8 standard deviation. A skill increase of 1.9 standard deviation was observed when hints were requested after viewing, but prior to attempting to answer, a particular item. The skill changes measured in this way will enable the use of IRT to assess students based on their second attempt in a tutoring environment. Short-term learning IRT Item-wrong bias Special aspects of education Physics David J. Palazzo verfasserin aut Rasil Warnakulasooriya verfasserin aut David E. Pritchard verfasserin aut In Physical Review Special Topics. Physics Education Research American Physical Society, 2007 4(2008), 1 (DE-627)490223028 (DE-600)2191918-5 15549178 nnns volume:4 year:2008 number:1 https://doaj.org/article/8df8f5892ac54c318d8dfd5c86a5a0e8 kostenfrei http://link.aps.org/abstract/PRSTPER/v4/e010102 kostenfrei https://doaj.org/toc/1554-9178 Journal toc kostenfrei GBV_USEFLAG_A SYSFLAG_A GBV_DOAJ GBV_ILN_20 GBV_ILN_22 GBV_ILN_23 GBV_ILN_24 GBV_ILN_31 GBV_ILN_39 GBV_ILN_40 GBV_ILN_60 GBV_ILN_62 GBV_ILN_63 GBV_ILN_65 GBV_ILN_69 GBV_ILN_70 GBV_ILN_73 GBV_ILN_95 GBV_ILN_105 GBV_ILN_110 GBV_ILN_151 GBV_ILN_161 GBV_ILN_170 GBV_ILN_213 GBV_ILN_230 GBV_ILN_285 GBV_ILN_293 GBV_ILN_370 GBV_ILN_602 GBV_ILN_2009 GBV_ILN_2014 GBV_ILN_4012 GBV_ILN_4037 GBV_ILN_4112 GBV_ILN_4125 GBV_ILN_4126 GBV_ILN_4249 GBV_ILN_4305 GBV_ILN_4306 GBV_ILN_4307 GBV_ILN_4313 GBV_ILN_4322 GBV_ILN_4323 GBV_ILN_4324 GBV_ILN_4325 GBV_ILN_4335 GBV_ILN_4338 GBV_ILN_4367 GBV_ILN_4700 AR 4 2008 1 |
spelling |
(DE-627)DOAJ066965632 (DE-599)DOAJ8df8f5892ac54c318d8dfd5c86a5a0e8 DE-627 ger DE-627 rakwb eng LC8-6691 QC1-999 Young-Jin Lee verfasserin aut Measuring student learning with item response theory 2008 Text txt rdacontent Computermedien c rdamedia Online-Ressource cr rdacarrier We investigate short-term learning from hints and feedback in a Web-based physics tutoring system. Both the skill of students and the difficulty and discrimination of items were determined by applying item response theory (IRT) to the first answers of students who are working on for-credit homework items in an introductory Newtonian physics course. We show that after tutoring a shifted logistic item response function with lower discrimination fits the students’ second responses to an item previously answered incorrectly. Student skill decreased by 1.0 standard deviation when students used no tutoring between their (incorrect) first and second attempts, which we attribute to “item-wrong bias.” On average, using hints or feedback increased students’ skill by 0.8 standard deviation. A skill increase of 1.9 standard deviation was observed when hints were requested after viewing, but prior to attempting to answer, a particular item. The skill changes measured in this way will enable the use of IRT to assess students based on their second attempt in a tutoring environment. Short-term learning IRT Item-wrong bias Special aspects of education Physics David J. Palazzo verfasserin aut Rasil Warnakulasooriya verfasserin aut David E. Pritchard verfasserin aut In Physical Review Special Topics. Physics Education Research American Physical Society, 2007 4(2008), 1 (DE-627)490223028 (DE-600)2191918-5 15549178 nnns volume:4 year:2008 number:1 https://doaj.org/article/8df8f5892ac54c318d8dfd5c86a5a0e8 kostenfrei http://link.aps.org/abstract/PRSTPER/v4/e010102 kostenfrei https://doaj.org/toc/1554-9178 Journal toc kostenfrei GBV_USEFLAG_A SYSFLAG_A GBV_DOAJ GBV_ILN_20 GBV_ILN_22 GBV_ILN_23 GBV_ILN_24 GBV_ILN_31 GBV_ILN_39 GBV_ILN_40 GBV_ILN_60 GBV_ILN_62 GBV_ILN_63 GBV_ILN_65 GBV_ILN_69 GBV_ILN_70 GBV_ILN_73 GBV_ILN_95 GBV_ILN_105 GBV_ILN_110 GBV_ILN_151 GBV_ILN_161 GBV_ILN_170 GBV_ILN_213 GBV_ILN_230 GBV_ILN_285 GBV_ILN_293 GBV_ILN_370 GBV_ILN_602 GBV_ILN_2009 GBV_ILN_2014 GBV_ILN_4012 GBV_ILN_4037 GBV_ILN_4112 GBV_ILN_4125 GBV_ILN_4126 GBV_ILN_4249 GBV_ILN_4305 GBV_ILN_4306 GBV_ILN_4307 GBV_ILN_4313 GBV_ILN_4322 GBV_ILN_4323 GBV_ILN_4324 GBV_ILN_4325 GBV_ILN_4335 GBV_ILN_4338 GBV_ILN_4367 GBV_ILN_4700 AR 4 2008 1 |
allfields_unstemmed |
(DE-627)DOAJ066965632 (DE-599)DOAJ8df8f5892ac54c318d8dfd5c86a5a0e8 DE-627 ger DE-627 rakwb eng LC8-6691 QC1-999 Young-Jin Lee verfasserin aut Measuring student learning with item response theory 2008 Text txt rdacontent Computermedien c rdamedia Online-Ressource cr rdacarrier We investigate short-term learning from hints and feedback in a Web-based physics tutoring system. Both the skill of students and the difficulty and discrimination of items were determined by applying item response theory (IRT) to the first answers of students who are working on for-credit homework items in an introductory Newtonian physics course. We show that after tutoring a shifted logistic item response function with lower discrimination fits the students’ second responses to an item previously answered incorrectly. Student skill decreased by 1.0 standard deviation when students used no tutoring between their (incorrect) first and second attempts, which we attribute to “item-wrong bias.” On average, using hints or feedback increased students’ skill by 0.8 standard deviation. A skill increase of 1.9 standard deviation was observed when hints were requested after viewing, but prior to attempting to answer, a particular item. The skill changes measured in this way will enable the use of IRT to assess students based on their second attempt in a tutoring environment. Short-term learning IRT Item-wrong bias Special aspects of education Physics David J. Palazzo verfasserin aut Rasil Warnakulasooriya verfasserin aut David E. Pritchard verfasserin aut In Physical Review Special Topics. Physics Education Research American Physical Society, 2007 4(2008), 1 (DE-627)490223028 (DE-600)2191918-5 15549178 nnns volume:4 year:2008 number:1 https://doaj.org/article/8df8f5892ac54c318d8dfd5c86a5a0e8 kostenfrei http://link.aps.org/abstract/PRSTPER/v4/e010102 kostenfrei https://doaj.org/toc/1554-9178 Journal toc kostenfrei GBV_USEFLAG_A SYSFLAG_A GBV_DOAJ GBV_ILN_20 GBV_ILN_22 GBV_ILN_23 GBV_ILN_24 GBV_ILN_31 GBV_ILN_39 GBV_ILN_40 GBV_ILN_60 GBV_ILN_62 GBV_ILN_63 GBV_ILN_65 GBV_ILN_69 GBV_ILN_70 GBV_ILN_73 GBV_ILN_95 GBV_ILN_105 GBV_ILN_110 GBV_ILN_151 GBV_ILN_161 GBV_ILN_170 GBV_ILN_213 GBV_ILN_230 GBV_ILN_285 GBV_ILN_293 GBV_ILN_370 GBV_ILN_602 GBV_ILN_2009 GBV_ILN_2014 GBV_ILN_4012 GBV_ILN_4037 GBV_ILN_4112 GBV_ILN_4125 GBV_ILN_4126 GBV_ILN_4249 GBV_ILN_4305 GBV_ILN_4306 GBV_ILN_4307 GBV_ILN_4313 GBV_ILN_4322 GBV_ILN_4323 GBV_ILN_4324 GBV_ILN_4325 GBV_ILN_4335 GBV_ILN_4338 GBV_ILN_4367 GBV_ILN_4700 AR 4 2008 1 |
allfieldsGer |
(DE-627)DOAJ066965632 (DE-599)DOAJ8df8f5892ac54c318d8dfd5c86a5a0e8 DE-627 ger DE-627 rakwb eng LC8-6691 QC1-999 Young-Jin Lee verfasserin aut Measuring student learning with item response theory 2008 Text txt rdacontent Computermedien c rdamedia Online-Ressource cr rdacarrier We investigate short-term learning from hints and feedback in a Web-based physics tutoring system. Both the skill of students and the difficulty and discrimination of items were determined by applying item response theory (IRT) to the first answers of students who are working on for-credit homework items in an introductory Newtonian physics course. We show that after tutoring a shifted logistic item response function with lower discrimination fits the students’ second responses to an item previously answered incorrectly. Student skill decreased by 1.0 standard deviation when students used no tutoring between their (incorrect) first and second attempts, which we attribute to “item-wrong bias.” On average, using hints or feedback increased students’ skill by 0.8 standard deviation. A skill increase of 1.9 standard deviation was observed when hints were requested after viewing, but prior to attempting to answer, a particular item. The skill changes measured in this way will enable the use of IRT to assess students based on their second attempt in a tutoring environment. Short-term learning IRT Item-wrong bias Special aspects of education Physics David J. Palazzo verfasserin aut Rasil Warnakulasooriya verfasserin aut David E. Pritchard verfasserin aut In Physical Review Special Topics. Physics Education Research American Physical Society, 2007 4(2008), 1 (DE-627)490223028 (DE-600)2191918-5 15549178 nnns volume:4 year:2008 number:1 https://doaj.org/article/8df8f5892ac54c318d8dfd5c86a5a0e8 kostenfrei http://link.aps.org/abstract/PRSTPER/v4/e010102 kostenfrei https://doaj.org/toc/1554-9178 Journal toc kostenfrei GBV_USEFLAG_A SYSFLAG_A GBV_DOAJ GBV_ILN_20 GBV_ILN_22 GBV_ILN_23 GBV_ILN_24 GBV_ILN_31 GBV_ILN_39 GBV_ILN_40 GBV_ILN_60 GBV_ILN_62 GBV_ILN_63 GBV_ILN_65 GBV_ILN_69 GBV_ILN_70 GBV_ILN_73 GBV_ILN_95 GBV_ILN_105 GBV_ILN_110 GBV_ILN_151 GBV_ILN_161 GBV_ILN_170 GBV_ILN_213 GBV_ILN_230 GBV_ILN_285 GBV_ILN_293 GBV_ILN_370 GBV_ILN_602 GBV_ILN_2009 GBV_ILN_2014 GBV_ILN_4012 GBV_ILN_4037 GBV_ILN_4112 GBV_ILN_4125 GBV_ILN_4126 GBV_ILN_4249 GBV_ILN_4305 GBV_ILN_4306 GBV_ILN_4307 GBV_ILN_4313 GBV_ILN_4322 GBV_ILN_4323 GBV_ILN_4324 GBV_ILN_4325 GBV_ILN_4335 GBV_ILN_4338 GBV_ILN_4367 GBV_ILN_4700 AR 4 2008 1 |
allfieldsSound |
(DE-627)DOAJ066965632 (DE-599)DOAJ8df8f5892ac54c318d8dfd5c86a5a0e8 DE-627 ger DE-627 rakwb eng LC8-6691 QC1-999 Young-Jin Lee verfasserin aut Measuring student learning with item response theory 2008 Text txt rdacontent Computermedien c rdamedia Online-Ressource cr rdacarrier We investigate short-term learning from hints and feedback in a Web-based physics tutoring system. Both the skill of students and the difficulty and discrimination of items were determined by applying item response theory (IRT) to the first answers of students who are working on for-credit homework items in an introductory Newtonian physics course. We show that after tutoring a shifted logistic item response function with lower discrimination fits the students’ second responses to an item previously answered incorrectly. Student skill decreased by 1.0 standard deviation when students used no tutoring between their (incorrect) first and second attempts, which we attribute to “item-wrong bias.” On average, using hints or feedback increased students’ skill by 0.8 standard deviation. A skill increase of 1.9 standard deviation was observed when hints were requested after viewing, but prior to attempting to answer, a particular item. The skill changes measured in this way will enable the use of IRT to assess students based on their second attempt in a tutoring environment. Short-term learning IRT Item-wrong bias Special aspects of education Physics David J. Palazzo verfasserin aut Rasil Warnakulasooriya verfasserin aut David E. Pritchard verfasserin aut In Physical Review Special Topics. Physics Education Research American Physical Society, 2007 4(2008), 1 (DE-627)490223028 (DE-600)2191918-5 15549178 nnns volume:4 year:2008 number:1 https://doaj.org/article/8df8f5892ac54c318d8dfd5c86a5a0e8 kostenfrei http://link.aps.org/abstract/PRSTPER/v4/e010102 kostenfrei https://doaj.org/toc/1554-9178 Journal toc kostenfrei GBV_USEFLAG_A SYSFLAG_A GBV_DOAJ GBV_ILN_20 GBV_ILN_22 GBV_ILN_23 GBV_ILN_24 GBV_ILN_31 GBV_ILN_39 GBV_ILN_40 GBV_ILN_60 GBV_ILN_62 GBV_ILN_63 GBV_ILN_65 GBV_ILN_69 GBV_ILN_70 GBV_ILN_73 GBV_ILN_95 GBV_ILN_105 GBV_ILN_110 GBV_ILN_151 GBV_ILN_161 GBV_ILN_170 GBV_ILN_213 GBV_ILN_230 GBV_ILN_285 GBV_ILN_293 GBV_ILN_370 GBV_ILN_602 GBV_ILN_2009 GBV_ILN_2014 GBV_ILN_4012 GBV_ILN_4037 GBV_ILN_4112 GBV_ILN_4125 GBV_ILN_4126 GBV_ILN_4249 GBV_ILN_4305 GBV_ILN_4306 GBV_ILN_4307 GBV_ILN_4313 GBV_ILN_4322 GBV_ILN_4323 GBV_ILN_4324 GBV_ILN_4325 GBV_ILN_4335 GBV_ILN_4338 GBV_ILN_4367 GBV_ILN_4700 AR 4 2008 1 |
language |
English |
source |
In Physical Review Special Topics. Physics Education Research 4(2008), 1 volume:4 year:2008 number:1 |
sourceStr |
In Physical Review Special Topics. Physics Education Research 4(2008), 1 volume:4 year:2008 number:1 |
format_phy_str_mv |
Article |
institution |
findex.gbv.de |
topic_facet |
Short-term learning IRT Item-wrong bias Special aspects of education Physics |
isfreeaccess_bool |
true |
container_title |
Physical Review Special Topics. Physics Education Research |
authorswithroles_txt_mv |
Young-Jin Lee @@aut@@ David J. Palazzo @@aut@@ Rasil Warnakulasooriya @@aut@@ David E. Pritchard @@aut@@ |
publishDateDaySort_date |
2008-01-01T00:00:00Z |
hierarchy_top_id |
490223028 |
id |
DOAJ066965632 |
language_de |
englisch |
fullrecord |
<?xml version="1.0" encoding="UTF-8"?><collection xmlns="http://www.loc.gov/MARC21/slim"><record><leader>01000caa a22002652 4500</leader><controlfield tag="001">DOAJ066965632</controlfield><controlfield tag="003">DE-627</controlfield><controlfield tag="005">20230309064347.0</controlfield><controlfield tag="007">cr uuu---uuuuu</controlfield><controlfield tag="008">230228s2008 xx |||||o 00| ||eng c</controlfield><datafield tag="035" ind1=" " ind2=" "><subfield code="a">(DE-627)DOAJ066965632</subfield></datafield><datafield tag="035" ind1=" " ind2=" "><subfield code="a">(DE-599)DOAJ8df8f5892ac54c318d8dfd5c86a5a0e8</subfield></datafield><datafield tag="040" ind1=" " ind2=" "><subfield code="a">DE-627</subfield><subfield code="b">ger</subfield><subfield code="c">DE-627</subfield><subfield code="e">rakwb</subfield></datafield><datafield tag="041" ind1=" " ind2=" "><subfield code="a">eng</subfield></datafield><datafield tag="050" ind1=" " ind2="0"><subfield code="a">LC8-6691</subfield></datafield><datafield tag="050" ind1=" " ind2="0"><subfield code="a">QC1-999</subfield></datafield><datafield tag="100" ind1="0" ind2=" "><subfield code="a">Young-Jin Lee</subfield><subfield code="e">verfasserin</subfield><subfield code="4">aut</subfield></datafield><datafield tag="245" ind1="1" ind2="0"><subfield code="a">Measuring student learning with item response theory</subfield></datafield><datafield tag="264" ind1=" " ind2="1"><subfield code="c">2008</subfield></datafield><datafield tag="336" ind1=" " ind2=" "><subfield code="a">Text</subfield><subfield code="b">txt</subfield><subfield code="2">rdacontent</subfield></datafield><datafield tag="337" ind1=" " ind2=" "><subfield code="a">Computermedien</subfield><subfield code="b">c</subfield><subfield code="2">rdamedia</subfield></datafield><datafield tag="338" ind1=" " ind2=" "><subfield code="a">Online-Ressource</subfield><subfield code="b">cr</subfield><subfield code="2">rdacarrier</subfield></datafield><datafield tag="520" ind1=" " ind2=" "><subfield code="a">We investigate short-term learning from hints and feedback in a Web-based physics tutoring system. Both the skill of students and the difficulty and discrimination of items were determined by applying item response theory (IRT) to the first answers of students who are working on for-credit homework items in an introductory Newtonian physics course. We show that after tutoring a shifted logistic item response function with lower discrimination fits the students’ second responses to an item previously answered incorrectly. Student skill decreased by 1.0 standard deviation when students used no tutoring between their (incorrect) first and second attempts, which we attribute to “item-wrong bias.” On average, using hints or feedback increased students’ skill by 0.8 standard deviation. A skill increase of 1.9 standard deviation was observed when hints were requested after viewing, but prior to attempting to answer, a particular item. The skill changes measured in this way will enable the use of IRT to assess students based on their second attempt in a tutoring environment.</subfield></datafield><datafield tag="650" ind1=" " ind2="4"><subfield code="a">Short-term learning</subfield></datafield><datafield tag="650" ind1=" " ind2="4"><subfield code="a">IRT</subfield></datafield><datafield tag="650" ind1=" " ind2="4"><subfield code="a">Item-wrong bias</subfield></datafield><datafield tag="653" ind1=" " ind2="0"><subfield code="a">Special aspects of education</subfield></datafield><datafield tag="653" ind1=" " ind2="0"><subfield code="a">Physics</subfield></datafield><datafield tag="700" ind1="0" ind2=" "><subfield code="a">David J. Palazzo</subfield><subfield code="e">verfasserin</subfield><subfield code="4">aut</subfield></datafield><datafield tag="700" ind1="0" ind2=" "><subfield code="a">Rasil Warnakulasooriya</subfield><subfield code="e">verfasserin</subfield><subfield code="4">aut</subfield></datafield><datafield tag="700" ind1="0" ind2=" "><subfield code="a">David E. Pritchard</subfield><subfield code="e">verfasserin</subfield><subfield code="4">aut</subfield></datafield><datafield tag="773" ind1="0" ind2="8"><subfield code="i">In</subfield><subfield code="t">Physical Review Special Topics. Physics Education Research</subfield><subfield code="d">American Physical Society, 2007</subfield><subfield code="g">4(2008), 1</subfield><subfield code="w">(DE-627)490223028</subfield><subfield code="w">(DE-600)2191918-5</subfield><subfield code="x">15549178</subfield><subfield code="7">nnns</subfield></datafield><datafield tag="773" ind1="1" ind2="8"><subfield code="g">volume:4</subfield><subfield code="g">year:2008</subfield><subfield code="g">number:1</subfield></datafield><datafield tag="856" ind1="4" ind2="0"><subfield code="u">https://doaj.org/article/8df8f5892ac54c318d8dfd5c86a5a0e8</subfield><subfield code="z">kostenfrei</subfield></datafield><datafield tag="856" ind1="4" ind2="0"><subfield code="u">http://link.aps.org/abstract/PRSTPER/v4/e010102</subfield><subfield code="z">kostenfrei</subfield></datafield><datafield tag="856" ind1="4" ind2="2"><subfield code="u">https://doaj.org/toc/1554-9178</subfield><subfield code="y">Journal toc</subfield><subfield code="z">kostenfrei</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_USEFLAG_A</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">SYSFLAG_A</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_DOAJ</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_20</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_22</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_23</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_24</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_31</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_39</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_40</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_60</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_62</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_63</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_65</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_69</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_70</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_73</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_95</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_105</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_110</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_151</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_161</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_170</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_213</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_230</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_285</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_293</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_370</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_602</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_2009</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_2014</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_4012</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_4037</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_4112</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_4125</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_4126</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_4249</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_4305</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_4306</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_4307</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_4313</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_4322</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_4323</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_4324</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_4325</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_4335</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_4338</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_4367</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_4700</subfield></datafield><datafield tag="951" ind1=" " ind2=" "><subfield code="a">AR</subfield></datafield><datafield tag="952" ind1=" " ind2=" "><subfield code="d">4</subfield><subfield code="j">2008</subfield><subfield code="e">1</subfield></datafield></record></collection>
|
callnumber-first |
L - Education |
author |
Young-Jin Lee |
spellingShingle |
Young-Jin Lee misc LC8-6691 misc QC1-999 misc Short-term learning misc IRT misc Item-wrong bias misc Special aspects of education misc Physics Measuring student learning with item response theory |
authorStr |
Young-Jin Lee |
ppnlink_with_tag_str_mv |
@@773@@(DE-627)490223028 |
format |
electronic Article |
delete_txt_mv |
keep |
author_role |
aut aut aut aut |
collection |
DOAJ |
remote_str |
true |
callnumber-label |
LC8-6691 |
illustrated |
Not Illustrated |
issn |
15549178 |
topic_title |
LC8-6691 QC1-999 Measuring student learning with item response theory Short-term learning IRT Item-wrong bias |
topic |
misc LC8-6691 misc QC1-999 misc Short-term learning misc IRT misc Item-wrong bias misc Special aspects of education misc Physics |
topic_unstemmed |
misc LC8-6691 misc QC1-999 misc Short-term learning misc IRT misc Item-wrong bias misc Special aspects of education misc Physics |
topic_browse |
misc LC8-6691 misc QC1-999 misc Short-term learning misc IRT misc Item-wrong bias misc Special aspects of education misc Physics |
format_facet |
Elektronische Aufsätze Aufsätze Elektronische Ressource |
format_main_str_mv |
Text Zeitschrift/Artikel |
carriertype_str_mv |
cr |
hierarchy_parent_title |
Physical Review Special Topics. Physics Education Research |
hierarchy_parent_id |
490223028 |
hierarchy_top_title |
Physical Review Special Topics. Physics Education Research |
isfreeaccess_txt |
true |
familylinks_str_mv |
(DE-627)490223028 (DE-600)2191918-5 |
title |
Measuring student learning with item response theory |
ctrlnum |
(DE-627)DOAJ066965632 (DE-599)DOAJ8df8f5892ac54c318d8dfd5c86a5a0e8 |
title_full |
Measuring student learning with item response theory |
author_sort |
Young-Jin Lee |
journal |
Physical Review Special Topics. Physics Education Research |
journalStr |
Physical Review Special Topics. Physics Education Research |
callnumber-first-code |
L |
lang_code |
eng |
isOA_bool |
true |
recordtype |
marc |
publishDateSort |
2008 |
contenttype_str_mv |
txt |
author_browse |
Young-Jin Lee David J. Palazzo Rasil Warnakulasooriya David E. Pritchard |
container_volume |
4 |
class |
LC8-6691 QC1-999 |
format_se |
Elektronische Aufsätze |
author-letter |
Young-Jin Lee |
author2-role |
verfasserin |
title_sort |
measuring student learning with item response theory |
callnumber |
LC8-6691 |
title_auth |
Measuring student learning with item response theory |
abstract |
We investigate short-term learning from hints and feedback in a Web-based physics tutoring system. Both the skill of students and the difficulty and discrimination of items were determined by applying item response theory (IRT) to the first answers of students who are working on for-credit homework items in an introductory Newtonian physics course. We show that after tutoring a shifted logistic item response function with lower discrimination fits the students’ second responses to an item previously answered incorrectly. Student skill decreased by 1.0 standard deviation when students used no tutoring between their (incorrect) first and second attempts, which we attribute to “item-wrong bias.” On average, using hints or feedback increased students’ skill by 0.8 standard deviation. A skill increase of 1.9 standard deviation was observed when hints were requested after viewing, but prior to attempting to answer, a particular item. The skill changes measured in this way will enable the use of IRT to assess students based on their second attempt in a tutoring environment. |
abstractGer |
We investigate short-term learning from hints and feedback in a Web-based physics tutoring system. Both the skill of students and the difficulty and discrimination of items were determined by applying item response theory (IRT) to the first answers of students who are working on for-credit homework items in an introductory Newtonian physics course. We show that after tutoring a shifted logistic item response function with lower discrimination fits the students’ second responses to an item previously answered incorrectly. Student skill decreased by 1.0 standard deviation when students used no tutoring between their (incorrect) first and second attempts, which we attribute to “item-wrong bias.” On average, using hints or feedback increased students’ skill by 0.8 standard deviation. A skill increase of 1.9 standard deviation was observed when hints were requested after viewing, but prior to attempting to answer, a particular item. The skill changes measured in this way will enable the use of IRT to assess students based on their second attempt in a tutoring environment. |
abstract_unstemmed |
We investigate short-term learning from hints and feedback in a Web-based physics tutoring system. Both the skill of students and the difficulty and discrimination of items were determined by applying item response theory (IRT) to the first answers of students who are working on for-credit homework items in an introductory Newtonian physics course. We show that after tutoring a shifted logistic item response function with lower discrimination fits the students’ second responses to an item previously answered incorrectly. Student skill decreased by 1.0 standard deviation when students used no tutoring between their (incorrect) first and second attempts, which we attribute to “item-wrong bias.” On average, using hints or feedback increased students’ skill by 0.8 standard deviation. A skill increase of 1.9 standard deviation was observed when hints were requested after viewing, but prior to attempting to answer, a particular item. The skill changes measured in this way will enable the use of IRT to assess students based on their second attempt in a tutoring environment. |
collection_details |
GBV_USEFLAG_A SYSFLAG_A GBV_DOAJ GBV_ILN_20 GBV_ILN_22 GBV_ILN_23 GBV_ILN_24 GBV_ILN_31 GBV_ILN_39 GBV_ILN_40 GBV_ILN_60 GBV_ILN_62 GBV_ILN_63 GBV_ILN_65 GBV_ILN_69 GBV_ILN_70 GBV_ILN_73 GBV_ILN_95 GBV_ILN_105 GBV_ILN_110 GBV_ILN_151 GBV_ILN_161 GBV_ILN_170 GBV_ILN_213 GBV_ILN_230 GBV_ILN_285 GBV_ILN_293 GBV_ILN_370 GBV_ILN_602 GBV_ILN_2009 GBV_ILN_2014 GBV_ILN_4012 GBV_ILN_4037 GBV_ILN_4112 GBV_ILN_4125 GBV_ILN_4126 GBV_ILN_4249 GBV_ILN_4305 GBV_ILN_4306 GBV_ILN_4307 GBV_ILN_4313 GBV_ILN_4322 GBV_ILN_4323 GBV_ILN_4324 GBV_ILN_4325 GBV_ILN_4335 GBV_ILN_4338 GBV_ILN_4367 GBV_ILN_4700 |
container_issue |
1 |
title_short |
Measuring student learning with item response theory |
url |
https://doaj.org/article/8df8f5892ac54c318d8dfd5c86a5a0e8 http://link.aps.org/abstract/PRSTPER/v4/e010102 https://doaj.org/toc/1554-9178 |
remote_bool |
true |
author2 |
David J. Palazzo Rasil Warnakulasooriya David E. Pritchard |
author2Str |
David J. Palazzo Rasil Warnakulasooriya David E. Pritchard |
ppnlink |
490223028 |
callnumber-subject |
LC - Social Aspects of Education |
mediatype_str_mv |
c |
isOA_txt |
true |
hochschulschrift_bool |
false |
callnumber-a |
LC8-6691 |
up_date |
2024-07-03T22:55:00.954Z |
_version_ |
1803600318646190080 |
fullrecord_marcxml |
<?xml version="1.0" encoding="UTF-8"?><collection xmlns="http://www.loc.gov/MARC21/slim"><record><leader>01000caa a22002652 4500</leader><controlfield tag="001">DOAJ066965632</controlfield><controlfield tag="003">DE-627</controlfield><controlfield tag="005">20230309064347.0</controlfield><controlfield tag="007">cr uuu---uuuuu</controlfield><controlfield tag="008">230228s2008 xx |||||o 00| ||eng c</controlfield><datafield tag="035" ind1=" " ind2=" "><subfield code="a">(DE-627)DOAJ066965632</subfield></datafield><datafield tag="035" ind1=" " ind2=" "><subfield code="a">(DE-599)DOAJ8df8f5892ac54c318d8dfd5c86a5a0e8</subfield></datafield><datafield tag="040" ind1=" " ind2=" "><subfield code="a">DE-627</subfield><subfield code="b">ger</subfield><subfield code="c">DE-627</subfield><subfield code="e">rakwb</subfield></datafield><datafield tag="041" ind1=" " ind2=" "><subfield code="a">eng</subfield></datafield><datafield tag="050" ind1=" " ind2="0"><subfield code="a">LC8-6691</subfield></datafield><datafield tag="050" ind1=" " ind2="0"><subfield code="a">QC1-999</subfield></datafield><datafield tag="100" ind1="0" ind2=" "><subfield code="a">Young-Jin Lee</subfield><subfield code="e">verfasserin</subfield><subfield code="4">aut</subfield></datafield><datafield tag="245" ind1="1" ind2="0"><subfield code="a">Measuring student learning with item response theory</subfield></datafield><datafield tag="264" ind1=" " ind2="1"><subfield code="c">2008</subfield></datafield><datafield tag="336" ind1=" " ind2=" "><subfield code="a">Text</subfield><subfield code="b">txt</subfield><subfield code="2">rdacontent</subfield></datafield><datafield tag="337" ind1=" " ind2=" "><subfield code="a">Computermedien</subfield><subfield code="b">c</subfield><subfield code="2">rdamedia</subfield></datafield><datafield tag="338" ind1=" " ind2=" "><subfield code="a">Online-Ressource</subfield><subfield code="b">cr</subfield><subfield code="2">rdacarrier</subfield></datafield><datafield tag="520" ind1=" " ind2=" "><subfield code="a">We investigate short-term learning from hints and feedback in a Web-based physics tutoring system. Both the skill of students and the difficulty and discrimination of items were determined by applying item response theory (IRT) to the first answers of students who are working on for-credit homework items in an introductory Newtonian physics course. We show that after tutoring a shifted logistic item response function with lower discrimination fits the students’ second responses to an item previously answered incorrectly. Student skill decreased by 1.0 standard deviation when students used no tutoring between their (incorrect) first and second attempts, which we attribute to “item-wrong bias.” On average, using hints or feedback increased students’ skill by 0.8 standard deviation. A skill increase of 1.9 standard deviation was observed when hints were requested after viewing, but prior to attempting to answer, a particular item. The skill changes measured in this way will enable the use of IRT to assess students based on their second attempt in a tutoring environment.</subfield></datafield><datafield tag="650" ind1=" " ind2="4"><subfield code="a">Short-term learning</subfield></datafield><datafield tag="650" ind1=" " ind2="4"><subfield code="a">IRT</subfield></datafield><datafield tag="650" ind1=" " ind2="4"><subfield code="a">Item-wrong bias</subfield></datafield><datafield tag="653" ind1=" " ind2="0"><subfield code="a">Special aspects of education</subfield></datafield><datafield tag="653" ind1=" " ind2="0"><subfield code="a">Physics</subfield></datafield><datafield tag="700" ind1="0" ind2=" "><subfield code="a">David J. Palazzo</subfield><subfield code="e">verfasserin</subfield><subfield code="4">aut</subfield></datafield><datafield tag="700" ind1="0" ind2=" "><subfield code="a">Rasil Warnakulasooriya</subfield><subfield code="e">verfasserin</subfield><subfield code="4">aut</subfield></datafield><datafield tag="700" ind1="0" ind2=" "><subfield code="a">David E. Pritchard</subfield><subfield code="e">verfasserin</subfield><subfield code="4">aut</subfield></datafield><datafield tag="773" ind1="0" ind2="8"><subfield code="i">In</subfield><subfield code="t">Physical Review Special Topics. Physics Education Research</subfield><subfield code="d">American Physical Society, 2007</subfield><subfield code="g">4(2008), 1</subfield><subfield code="w">(DE-627)490223028</subfield><subfield code="w">(DE-600)2191918-5</subfield><subfield code="x">15549178</subfield><subfield code="7">nnns</subfield></datafield><datafield tag="773" ind1="1" ind2="8"><subfield code="g">volume:4</subfield><subfield code="g">year:2008</subfield><subfield code="g">number:1</subfield></datafield><datafield tag="856" ind1="4" ind2="0"><subfield code="u">https://doaj.org/article/8df8f5892ac54c318d8dfd5c86a5a0e8</subfield><subfield code="z">kostenfrei</subfield></datafield><datafield tag="856" ind1="4" ind2="0"><subfield code="u">http://link.aps.org/abstract/PRSTPER/v4/e010102</subfield><subfield code="z">kostenfrei</subfield></datafield><datafield tag="856" ind1="4" ind2="2"><subfield code="u">https://doaj.org/toc/1554-9178</subfield><subfield code="y">Journal toc</subfield><subfield code="z">kostenfrei</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_USEFLAG_A</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">SYSFLAG_A</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_DOAJ</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_20</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_22</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_23</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_24</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_31</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_39</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_40</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_60</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_62</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_63</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_65</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_69</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_70</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_73</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_95</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_105</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_110</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_151</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_161</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_170</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_213</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_230</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_285</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_293</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_370</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_602</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_2009</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_2014</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_4012</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_4037</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_4112</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_4125</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_4126</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_4249</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_4305</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_4306</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_4307</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_4313</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_4322</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_4323</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_4324</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_4325</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_4335</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_4338</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_4367</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_4700</subfield></datafield><datafield tag="951" ind1=" " ind2=" "><subfield code="a">AR</subfield></datafield><datafield tag="952" ind1=" " ind2=" "><subfield code="d">4</subfield><subfield code="j">2008</subfield><subfield code="e">1</subfield></datafield></record></collection>
|
score |
7.4002275 |