Assessment

The Effect of Automated Feedback on Revision Behavior and Learning Gains in Formative Assessment of Scientific Argument Writing

Application of new automated scoring technologies, such as natural language processing and machine learning, makes it possible to provide automated feedback on students' short written responses. Even though many studies investigated the automated feedback in the computer-mediated learning environments, most of them focused on the multiple-choice items instead of the constructed response items. This study focuses on the latter and investigates a formative feedback system integrated into an online science curriculum module teaching climate change.

Author/Presenter: 
Mengxiao Zhu
Ou Lydia Liu
Hee-Sun Lee
Lead Organization(s): 
Year: 
2019
Short Description: 
This study investigates a formative feedback system integrated into an online science curriculum module teaching climate change.

Complementary Assessments of Prospective Teachers’ Skill with Eliciting Student Thinking

As teacher education shifts to focus on teaching beginners to do the work of teaching, assessments need to shift to focus on assessing practice. We focus on one teaching practice, eliciting student thinking, in the context of elementary mathematics. We describe assessments in two contexts (field and simulation). For each assessment, we describe the eliciting of three prospective teachers what could be seen about the skills of group of prospective teachers (N = 44).

Author/Presenter: 
Meghan Shaughnessy
Timothy A. Boerst
Susanna Owens Farmer
Lead Organization(s): 
Year: 
2019
Short Description: 
This article reports on how three prospective teachers had differing opportunities to demonstrate their skills in the context of the field assessment, but similar opportunities in the context of the simulation assessment.

Understanding Science and Language Connections: New Approaches to Assessment with Bilingual Learners

We report on the use of bilingual constructed response science assessments in the context of a research and development partnership with secondary school science teachers. Given the power that assessments have in today’s education systems, our project provided a series of workshops for teachers where they explored students’ emergent reform-oriented science meaning-making in our project-designed assessments.

Author/Presenter: 
Cory Buxton
Ruth Harman
Lourdes Cardozo-Gaibisso
Lei Jiang
Khanh Bui
Martha Allexsaht-Snider
Lead Organization(s): 
Year: 
2019
Short Description: 
Authors report on the use of bilingual constructed response science assessments in the context of a research and development partnership with secondary school science teachers.

Guiding collaborative revision of science explanations

This paper illustrates how the combination of teacher and computer guidance can strengthen collaborative revision and identifies opportunities for teacher guidance in a computer-supported collaborative learning environment. We took advantage of natural language processing tools embedded in an online, collaborative environment to automatically score student responses using human-designed knowledge integration rubrics. We used the automated explanation scores to assign adaptive guidance to the students and to provide real-time information to the teacher on students’ learning.

Author/Presenter: 
Libby Gerard
Ady Kidron
Marcia C. Linn
Year: 
2019
Short Description: 
This paper illustrates how the combination of teacher and computer guidance can strengthen collaborative revision and identifies opportunities for teacher guidance in a computer-supported collaborative learning environment.

Aligning Test Scoring Procedures with Test Uses: A Balancing Act

Test scoring procedures should align with the intended uses and interpretations of test results. In this paper, we examine three test scoring procedures for an operational assessment of early numeracy, the Early Grade Mathematics Assessment (EGMA). Current test specifications call for subscores to be reported for each of the eight subtests on the EGMA. This test scoring procedures has been criticized as being difficult for stakeholders to use and interpret, thereby impacting the overall usefulness of the EGMA for informing decisions.

Author/Presenter: 
Leanne Ketterlin Geller
Lindsey Perry
Linda Platas
Yasmin Sitabkhana
Year: 
2018
Short Description: 
Test scoring procedures should align with the intended uses and interpretations of test results. In this paper, we examine three test scoring procedures for an operational assessment of early numeracy, the Early Grade Mathematics Assessment (EGMA). Current test specifications call for subscores to be reported for each of the eight subtests on the EGMA. This test scoring procedures has been criticized as being difficult for stakeholders to use and interpret, thereby impacting the overall usefulness of the EGMA for informing decisions. We examine the psychometric properties including the reliability and distinctiveness of the results and usefulness of reporting test scores as (1) total scores, (2) subscores, and (3) composite scores. These test scoring procedures are compared using data from an actual administration of the EGMA. Conclusions and recommendations for test scoring procedures are made. Generalizations to other testing programs are proposed.

What Can We Learn from Correct Answers?

Dig deeper into classroom artifacts using research-based learning progressions to enhance your analysis and response to student work, even when most students solve a problem correctly.

Ebby, C. B., Hulbert, E. T., and Fletcher, N. (2019). What can we learn from correct answers? Teaching Children Mathematics, 25(6), 346-353.

Author/Presenter: 
Caroline B. Ebby
Elizabeth T. Hulbert
Nicole Fletcher
Lead Organization(s): 
Year: 
2019
Short Description: 
This article describes how research-based learning progressions can be used to enhance the analysis and response to student work.

Measuring Science Instructional Practice: A Survey Tool for the Age of NGSS

Ambitious efforts are taking place to implement a new vision for science education in the United States, in both Next Generation Science Standards (NGSS)-adopted states and those states creating their own, often related, standards. Inservice and pre-service teacher educators are involved in supporting teacher shifts in practice toward the new standards. With these efforts, it will be important to document shifts in science instruction toward the goals of NGSS and broader science education reform.

Author/Presenter: 
Kathryn N. Hayes
Christine S. Lee
Rachelle DiStefano
Dawn O’Connor
Jeffery C. Seitz
Year: 
2016
Short Description: 
This article describes the process of developing and validating a Science Instructional Practices survey instrument that is appropriate for NGSS and other related science standards.

Automated text scoring and real‐time adjustable feedback: Supporting revision of scientific arguments involving uncertainty

This paper describes HASbot, an automated text scoring and real‐time feedback system designed to support student revision of scientific arguments. Students submit open‐ended text responses to explain how their data support claims and how the limitations of their data affect the uncertainty of their explanations. HASbot automatically scores these text responses and returns the scores with feedback to students. Data were collected from 343 middle‐ and high‐school students taught by nine teachers across seven states in the United States.

Author/Presenter: 
Hee‐Sun Lee
Amy Pallant
Sarah Pryputniewicz
Trudi Lord
Matthew Mulholland
Ou Lydia Liu
Year: 
2019
Short Description: 
This paper describes HASbot, an automated text scoring and real‐time feedback system designed to support student revision of scientific arguments.

Addressing Misconceptions in Secondary Geometry Proof

Cirillo, M. & Hummer, J. (2019). Addressing misconceptions in secondary geometry proof. Mathematics Teacher, 112(6).

Author/Presenter: 
Michelle Cirillo
Jenifer Hummer
Lead Organization(s): 
Year: 
2019
Short Description: 
Use these ideas to diagnose and address common conceptual obstacles that inhibit students’ success.

Opportunities to Participate (OtP) in Science: Examining Differences Longitudinally and Across Socioeconomically Diverse Schools

The purpose of this study was to develop and validate a survey of opportunities to participate (OtP) in science that will allow educators and researchers to closely approximate the types of learning opportunities students have in science classrooms. Additionally, we examined whether and how opportunity gaps in science learning may exist across schools with different socioeconomic levels. The OtP in science survey consists of four dimensions that include acquiring foundational knowledge, planning an investigation, conducting an investigation, and using evidence to communicate findings.

Author/Presenter: 
Christine L. Bae
Morgan DeBusk-Lane
Kathryn N. Hayes
Fa Zhang
Year: 
2018
Short Description: 
The purpose of this study was to develop and validate a survey of opportunities to participate (OtP) in science that will allow educators and researchers to closely approximate the types of learning opportunities students have in science classrooms.

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