Maria Araceli Ruiz-Primo’s research while affiliated with Stanford University and other places

... Every tutoring session is linked to student information provided by the school district, including gender, race, EL status, and achievement. Given prior work on educator attention, we focus on three key demographic factors frequently studied in this literature, gender (Beaman et al., 2006), race (Reinholz andShah, 2018), and EL status (Solano-Flores et al., 2024). We also account for students' pre-intervention achievement measured by their Dynamic Indicators of Basic Literacy Skills (DIBELS) scores, a common measurement of student literacy skills (Good III et al., 2001). ...

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Educator Attention: How computational tools can systematically identify the distribution of a key resource for students

... Concept maps have also been found to be suitable for measuring learning outcomes [13], and various ways of assessing and scoring concept maps, both qualitatively and quantitatively, have been described in the literature [14][15][16][17]. A study by Morse and Jutras [18] showed that working with concept maps had an effect on the students' problem-solving performance only when feedback was provided. ...

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Collaborative Development of Feedback Concept Maps for Virtual Patient-Based Clinical Reasoning Education: Mixed Methods Study

... Specifically, translation may alter the difficulty of tests and the knowledge, skills, or competencies these tests are intended to assess (Cook and Schmitt-Cascallar, 2005). This may be especially the case in international test comparisons: While many items contain situations and characters intended to make problems meaningful to students (Ruiz-Primo and Li, 2015), these situations and characters may not be equally familiar to all test takers and their insertion in the text of items may increase reading load. ...

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Test translation review: a study on discussion processes and translation error detection in consensus-based review panels

... Previous studies have shown that insufficient problem representation might have been detrimental to identifying the significant variables and thus affect their task performance (Öllinger & Goel, 2010). This also indicates that making the subject knowledge explicit is not enough to promote task performance (Öllinger et al., 2015;Ruiz-Primo et al., 2001). Although the KCM students mentioned the benefits of concept mapping for visualizing complex relationships and fostering clear thinking, they reported their difficulties in generating hypotheses. ...

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Analysing students' concept mapping style and its association with task performance in computer‐based inquiry learning

... One of the primary challenges in utilizing CM for assessment lies in the scoring methodology. Two predominant scoring approaches have emerged: (1) structural scoring, based on the framework developed by Novak and Gowin [9], which evaluates hierarchical structuring, the use of linking words, cross-links, and examples; and (2) relational scoring, which focuses on the number and accuracy of propositions and the overall coherence of the map [22,23]. In the relational scoring method, the strength and relevance of conceptual connections play a central role in determining the quality of the map, focusing not only on the number of links but also on the depth of meaning they convey. ...

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Concept Mapping Plays a Complementary Role in Optimizing the Effectiveness of Interactive Simulations in Medical Student Learning of Bacterial Sepsis Pathophysiology

... Many prior studies (Haladyna, 1992;Boaler, 1994;Ferrara et al., 1997;Klassen, 2006;Zhai et al., 2019b) have shown that by involving scenarios in assessment items, respondents' performance on the test will be impacted. Typically, items with rich scenarios elicit respondents' thinking and understanding because they are aligned to a real-life situation. ...

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A Framework of Construct-Irrelevant Variance for Contextualized Constructed Response Assessment

... Their widely adopted use in science assessment is due to the belief that concrete scenarios usually trigger higher level thinking and elicit more interest from students (Haladyna, Downing, & Rodriguez, 2002;Rodger, Barry, & Robert, 2009). Research indicates that student performance on contextualized items is different when compared to abstract items (Li, Ruiz-Primo, Dong, Minstrell, & Zhai, 2017;Park & Lee, 2004;Rennie & Parker, 1996). However, little is known about what characteristics of the contextualized items affect student performance and to what extent (Shiu-sing, 2005). ...

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Using Many-Facet Rasch Model to Examine Student Performance on Contextualized Science Assessment

... Working memory's limited capacity means that if an assessment is too high in either intrinsic, extraneous, or germane load, it could overwhelm students, leading to poor performance (Feldon et al., 2019). Balancing these loads is crucial in accurately assessing students' true understanding of science (Wang et al., 2017). Working memory is the mental space where information is temporarily held and manipulated. ...

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Can Generative AI and ChatGPT Outperform Humans on Cognitive-Demanding Problem-Solving Tasks in Science?

... Formative assessment is a method of visualizing learning progression through responsive teaching practices allowing opportunities for inquiry learning and encouraging learners' thinking and teachers' various actions (Black & William, 2009). Formative assessment practices involve gathering information about learners' current knowledge, interpreting the data gathered, and acting on the evidence to modify instruction in ways that support students' learning (Furtak et al., 2014(Furtak et al., , 2017. Effective practice of formative assessment improves outcomes for students through developing their conceptual understanding, attitudes, and motivation (Bennett, 2011;NRC, 2012;Ruiz-Primo & Furtak, 2007;Ruiz-Primo et al., 2010). ...

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THE IMPACT OF A FORMATIVE ASSESSMENT-BASED INQUIRY MODEL ON SCIENCE STUDENT UNDERSTANDING AND EXPLANATIONS OF CHEMICAL AND PHYSICAL CHANGES

... Teachers must determine where they wish to lead their pupils, that is, what they need to learn, and students need to know what they know and can do. Only with clear learning goals can teachers determine what information they need to collect, the most appropriate strategies to gather the information, what evidence shows that learning has taken place, what they need to pay attention to, and when gathering information should be a formal process (Ruiz-Primo, 2016). Likewise, they need to provide learners with feedback to help them identify their learning, learning progression, and level. ...

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Professional development on assessment for learning and its effect on pre-service teacher’s self-regulated learning