Concept Inventory Limitation | Description of limitation | Design solution to limitation |
---|---|---|
Embarking on assessment design without a robust and explicit cognitive framework. | Assessment design does not consider the cognitive theories that are implicitly being assumed when eliciting observations from assessment tasks. | Integrate theoretical work in developmental and cognitive psychology with the NRC (2001) assessment triangle to start assessment design with theoretical grounding. |
Offering only either-or item structure (concepts vs. misconceptions) but not both. | Mixtures of correct and incorrect ideas have been shown to be common or the norm in some domains. | Multiple-True-False formats in which all options may be selected as correct or incorrect. |
Using pieces to infer holistic reasoning. | Selection of all of the normative pieces of an idea does not necessarily indicate that the pieces are assembled, understood, or applied in a normative manner. | Ordered Multiple Choice formats present different arrangements and combinations of ideas reflective of levels of understanding or expertise. Assesses holistic understanding. |
Situating tasks in one context or no context. | Items typically measure knowledge in one situation, whereas studies show that students often display different understandings across contexts. Or, items measure knowledge in an abstract, generalized situation but not in a real-world context. | Measure knowledge across at least two situations or contexts (e.g., different taxa, different cell types) to determine stability or robustness of knowledge. |
Prioritizing recognition over recall. | Recognizing information is a different cognitive process that recalling information. Nearly all CIs ask students to recognize the accuracy of information but do not have them construct or recall understanding of a concept. | Constructed response assessments are well-suited to measuring knowledge via recall. Computerized scoring of responses is becoming more common, eliminating the drawbacks of time-intensive human scoring. |
Interpreting observations using outdated psychometric models and sampling. | Classical Test Theory has many limitations that can distort interpretations of instrument scores. Rasch and IRT methods offer significant advantages. | Gather sufficient sample sizes across diverse participant samples to foster robust interpretations of biological understanding or attitudes. |