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ERIC Number: ED483381
Record Type: Non-Journal
Publication Date: 2004-Dec
Pages: 54
Abstractor: Author
Reference Count: 55
ISBN: N/A
ISSN: N/A
Task Templates Based on Misconception Research. CSE Report 646.
Cromley, Jennifer G.; Mislevy, Robert J.
National Center for Research on Evaluation Standards and Student Testing CRESST
Researchers spend much time and effort developing measures, including measures of students? conceptual knowledge. In an effort to make such assessments easier to design, the Principled Assessment Designs for Inquiry (PADI) project has developed a framework for designing tasks and to illustrate that its use has ?reverse engineered? several existing science assessments. This paper reports one such project, motivated by assessments that elicit students? qualitative explanations of situations that have been designed to provoke misconceptions and partial understandings. Four taskspecific templates were created?three based on Hestenes, Wells, and Swackhamer?s (1992) Force Concept Inventory and one based on Novick and Nussbaum?s (1981) Test About Particles in a Gas (TAP). An overarching framework is described for these templates, another PADI object called a Design Pattern, based on Stewart?s concept of ?Model Using? (Stewart & Hafner, 1994). For each template, a multivariate student model is described, a measurement model, and a task model. It is brought to conclusion by suggesting how these templates and the design pattern could help researchers (and perhaps teachers) who wish to design new assessments in science domains where students are known to hold misconceptions. (Contains 5 appendices.)
Publication Type: Reports - Descriptive
Education Level: N/A
Audience: N/A
Language: English
Sponsor: Educational Research and Development Centers Program
Authoring Institution: Institute of Education Sciences (ED), Washington, DC.National Center for Research on Evaluation, Standards, and Student Testing, Los Angeles, CA.