ERIC Number: ED475954
Record Type: RIE
Publication Date: 2002-Jun
Reference Count: N/A
Authentic Assessment of Student Understanding in Near-Real Time!
Vendlinski, Terry; Underdahl, Jennifer; Simpson, Elise; Stevens, Ron
While most would probably agree that the ultimate success of an educational system should be graduates who are able to evaluate, synthesize, analyze and apply what they have learned, routinely assessing such understanding in students has proven difficult, for a variety of reasons, using most traditional methods. Recent developments in cognitive science, information technology, and analytical tools, however, have provided educators and researchers a means to overcome many of these barriers. This paper explains how high school teachers and educational researchers worked together to apply these developments to successfully implement and assess case-based problem-solving in a typical high school chemistry curriculum. A quasi-experimental study was conducted with 134 first-year high school chemistry students using the Interactive Multi-Media Exercises (IMMEX[TM]) computer based learning and assessment tool to solve qualitative chemistry problems. The students' teacher constructed the problem for her students using the same tool. Results of this study show a strong and significant correlation between computer-aided measures of student understanding and the teacher's manual evaluation of student understanding using her own rubric. While both measures demonstrated that content knowledge was important, neither proved just a surrogate measure of content knowledge. Neither measure demonstrated gender, ethnic or socioeconomic bias. The results suggest that the data collected by this tool not only allows for valid inferences of a student's content understanding, but allows such assessment to happen in a classroom setting in near real time. (Contains 46 references and 5 tables.) (Author)
Descriptors: Chemistry, Computer Assisted Instruction, Computer Assisted Testing, Educational Researchers, High Schools, Instructional Effectiveness, Instructional Materials, Multimedia Materials, Pedagogical Content Knowledge, Science Instruction, Science Teachers, Secondary Education, Student Evaluation
For full text: http://confreg.uoregon.edu/necc2002/.
Publication Type: Reports - Research; Speeches/Meeting Papers
Education Level: N/A
Authoring Institution: N/A
Note: In: NECC 2002: National Educational Computing Conference Proceedings (23rd, San Antonio, Texas, June 17-19, 2002); see IR 021 916.