-
Proceedings of the 1999 Conference on Computer Support for Collaborative Learning, CSCL '99, Stanford, CA, USA, 1999; 01/1999
-
[show abstract]
[hide abstract]
ABSTRACT: Recent perspectives on learning encourage educators interested in technology based learning environments to reconsider their basic assumptions about teaching as "transmitting correct information." Instead we view the teaching and learning enterprise as helping students construct knowledge from domain relevant experiences. In this paper we report on the Probability Inquiry Environment (PIE), which facilitates the development of probabilistic reasoning by making available collaborative inquiry activities and student-controlled simulations. These activities guide middle school students toward a deeper understanding of probability, a domain that is becoming increasingly important in the K-12 mathematics curricula of the United States but which is notoriously difficult to learn. 1. Background To help students construct knowledge in the domain of mathematics, we advocate student construction and appropriation of concepts by making available studentcontrolled interactive simu...
11/1998;
-
Proceedings of the 2nd International Conference on Computer Support for Collaborative Learning, CSCL '97, Toronto, Ontario, Canada, 1997; 01/1997
-
Design of Computing Systems: Social and Ergonomic Considerations, Proceedings of the Seventh International Conference on Human-Computer Interaction, (HCI International '97), San Francisco, California, USA, August 24-29, 1997, Volume 2; 01/1997
-
[show abstract]
[hide abstract]
ABSTRACT: Technology today offers many new opportunities for innovation in educational assessment through rich new assessment tasks and potentially powerful scoring, reporting and real-time feedback mechanisms. One potential limitation for realizing the benefits of computer-based assessment in both instructional assessment and large scale testing comes in designing questions and tasks with which computers can effectively interface (i.e., for scoring and score reporting purposes) while still gathering meaningful measurement evidence. This paper introduces a taxonomy or categorization of 28 innovative item types that may be useful in computer-based assessment. Organized along the degree of constraint on the respondent’s options for answering or interacting with the assessment item or task, the proposed taxonomy describes a set of iconic item types termed “intermediate constraint” items. These item types have responses that fall somewhere between fully constrained responses (i.e., the conventional multiple-choice question), which can be far too limiting to tap much of the potential of new information technologies, and fully constructed responses (i.e. the traditional essay), which can be a challenge for computers to meaningfully analyze even with today’s sophisticated tools. The 28 example types discussed in this paper are based on 7 categories of ordering involving successively decreasing response constraints from fully selected to fully constructed. Each category of constraint includes four iconic examples. The intended purpose of the proposed taxonomy is to provide a practical resource for assessment developers as well as a useful framework for the discussion of innovative assessment formats and uses in computer-based settings.
Journal of Technology, Learning, and Assessment.
