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Developing and Assessing a Force and Motion Learning Progression
Bibliografi
Author:
ALONZO, ALICIA C.
;
STEEDLE, JEFFREY T.
Topik:
Learning Progressions
Bahasa:
(EN )
Penerbit:
Wiley Periodical Inc.
Tempat Terbit:
Stanford
Tahun Terbit:
2008
Jenis:
Article - diterbitkan di jurnal ilmiah internasional
Fulltext:
2009 assessing learning progress.pdf
(319.7KB;
1 download
)
Abstract
Learning progressions are ordered descriptions of students’ understanding
of a given concept. In this paper, we describe the iterative process of developing a force
and motion learning progression and associated assessment items. We report on a pair of
studies designed to explore the diagnosis of students’ learning progression levels. First,
we compare the use of ordered multiple-choice (OMC) and open-ended (OE) items for
assessing students relative to the learning progression. OMC items appear to provide
more precise diagnoses of students’ learning progression levels and to be more valid,
eliciting students’ conceptions more similarly to cognitive interviews. Second, we explore
evidence bearing on two challenges concerning reliability and validity of level diagnoses:
the consistency with which students respond to items set in different contexts and the ways
in which students interpret and use language in responding to items. As predicted, students
do not respond consistently to similar problems set in different contexts. Although the
language used in OMC items generally seems to reflect student thinking, misinterpretation
of the language in items may lead to inaccurate diagnoses for a subset of students. Both
issues are less problematic for classroom applications than for use of learning progressions
in large-scale testing.
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