Rubén Sánchez Sánchez^1,, César Mora¹

In the educational field, there are several ways to teach and evaluate students, especially in knowledge of electrical circuits. In this work, we discuss some properties of the dichotomous Rasch model applied to the area of Physics Education, to evaluate the learning performance of high school students in knowledge of electrical circuits. The teaching exercise and data collection were carried out in a Mexican High School. Here we show how the Rasch model helps us to appreciate progress that students have in their knowledge about electrical circuits, when using an active teaching methodology in the classroom.

Active Learning of Physics, electrical circuits, Rasch model, learning methodologies