Educational Technology

Technology-based Innovative Assessment

This section presents an overview of critical developments in technology-driven, classroom-based innovative assessment practices. It uses a framework organized around cognitive constructs, assessment functionality, and automaticity to review the technological developments of innovative assessments and identify how they have been advanced to meet researcher and practitioner needs.

Author/Presenter

Xiaoming Zhai

Eric Wiebe

Year
2023
Short Description

This section presents an overview of critical developments in technology-driven, classroom-based innovative assessment practices. It uses a framework organized around cognitive constructs, assessment functionality, and automaticity to review the technological developments of innovative assessments and identify how they have been advanced to meet researcher and practitioner needs.

Technology-based Innovative Assessment

This section presents an overview of critical developments in technology-driven, classroom-based innovative assessment practices. It uses a framework organized around cognitive constructs, assessment functionality, and automaticity to review the technological developments of innovative assessments and identify how they have been advanced to meet researcher and practitioner needs.

Author/Presenter

Xiaoming Zhai

Eric Wiebe

Year
2023
Short Description

This section presents an overview of critical developments in technology-driven, classroom-based innovative assessment practices. It uses a framework organized around cognitive constructs, assessment functionality, and automaticity to review the technological developments of innovative assessments and identify how they have been advanced to meet researcher and practitioner needs.

Technology-based Innovative Assessment

This section presents an overview of critical developments in technology-driven, classroom-based innovative assessment practices. It uses a framework organized around cognitive constructs, assessment functionality, and automaticity to review the technological developments of innovative assessments and identify how they have been advanced to meet researcher and practitioner needs.

Author/Presenter

Xiaoming Zhai

Eric Wiebe

Year
2023
Short Description

This section presents an overview of critical developments in technology-driven, classroom-based innovative assessment practices. It uses a framework organized around cognitive constructs, assessment functionality, and automaticity to review the technological developments of innovative assessments and identify how they have been advanced to meet researcher and practitioner needs.

Technology-based Innovative Assessment

This section presents an overview of critical developments in technology-driven, classroom-based innovative assessment practices. It uses a framework organized around cognitive constructs, assessment functionality, and automaticity to review the technological developments of innovative assessments and identify how they have been advanced to meet researcher and practitioner needs.

Author/Presenter

Xiaoming Zhai

Eric Wiebe

Year
2023
Short Description

This section presents an overview of critical developments in technology-driven, classroom-based innovative assessment practices. It uses a framework organized around cognitive constructs, assessment functionality, and automaticity to review the technological developments of innovative assessments and identify how they have been advanced to meet researcher and practitioner needs.

Elementary Preservice Teachers' Responsiveness While Eliciting Students' Initial Arguments and Encouraging Critique in Online Simulated Argumentation Discussions

Engaging children in argumentation-focused discussions is essential to helping them collaboratively make sense of scientific phenomena. To support this effort, teachers must listen and be responsive to students' ideas to move the discussion forward with the goal of reaching consensus. Given the complexity of this ambitious science teaching practice, in lieu of traditional field experiences, online simulated teaching experiences provide opportunities for preservice teachers to practice implementing these strategies in a low-risk, high-support environment.

Author/Presenter

Pamela S. Lottero-Perdue

Heidi L. Masters

Jamie N. Mikeska

Meredith Thompson

Meredith Park Rogers

Dionne Cross Francis

Year
2023
Short Description

Limited research has explored elementary preservice teachers' responsiveness while navigating an argumentation-focused discussion, particularly in an online simulated teaching experience. The purpose of this study was to examine preservice teachers' responsiveness to students' ideas while eliciting students' initial constructed arguments and encouraging argument critique in two online simulated teaching experiences.

Thinking Outside the Box of Rocks

In this article we introduce a National Science Foundation-funded research project called TecRocks that has developed new interactive simulations and an innovative online curriculum module that weaves rock formation and plate tectonics together such that secondary teachers and students can approach these two topics as integrated systems. In the 2022-23 school year, the curriculum was implemented in middle and high school classrooms across the United States.

Author/Presenter

Trudi Lord

Amy Pallant

Lead Organization(s)
Year
2023
Short Description

In this article we introduce a National Science Foundation-funded research project called TecRocks that has developed new interactive simulations and an innovative online curriculum module that weaves rock formation and plate tectonics together such that secondary teachers and students can approach these two topics as integrated systems.

Multidimensional Science Assessment: Design Challenges and Technology Affordances

Contemporary views on what students should learn increasingly emphasize that students need to acquire more than a base of knowledge; they need to acquire the skills and abilities to use such knowledge in dynamic and flexible ways. To be most effective, learning environments need assessments that are aligned to these perspectives. Using a principled design framework can help guide assessment development toward such targets. Even when using a framework, however, thorny design challenges may arise.

Author/Presenter

Brian D. Gane

Diksha Gaur

Samuel Arnold

Daniel Damelin

Lead Organization(s)
Year
2024
Short Description

In this paper, we describe three challenges (conflict between multiple dimensions of science proficiency, authentic data, and grade-appropriate graphing tools) that we faced when designing for a specific Next Generation Science Standard, and the theoretical and design principles that guided us as we ideated design solutions. Through these designs we maintained alignment to our multidimensional assessment targets, a critical component of our larger assessment validity argument.

Multidimensional Science Assessment: Design Challenges and Technology Affordances

Contemporary views on what students should learn increasingly emphasize that students need to acquire more than a base of knowledge; they need to acquire the skills and abilities to use such knowledge in dynamic and flexible ways. To be most effective, learning environments need assessments that are aligned to these perspectives. Using a principled design framework can help guide assessment development toward such targets. Even when using a framework, however, thorny design challenges may arise.

Author/Presenter

Brian D. Gane

Diksha Gaur

Samuel Arnold

Daniel Damelin

Lead Organization(s)
Year
2024
Short Description

In this paper, we describe three challenges (conflict between multiple dimensions of science proficiency, authentic data, and grade-appropriate graphing tools) that we faced when designing for a specific Next Generation Science Standard, and the theoretical and design principles that guided us as we ideated design solutions. Through these designs we maintained alignment to our multidimensional assessment targets, a critical component of our larger assessment validity argument.

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

This study aimed to examine an assumption regarding whether generative artificial intelligence (GAI) tools can overcome the cognitive intensity that humans suffer when solving problems. We examine the performance of ChatGPT and GPT-4 on NAEP science assessments and compare their performance to students by cognitive demands of the items. Fifty-four 2019 NAEP science assessment tasks were coded by content experts using a two-dimensional cognitive load framework, including task cognitive complexity and dimensionality.

Author/Presenter

Xiaoming Zhai

Matthew Nyaaba

Wenchao Ma

Lead Organization(s)
Year
2024
Short Description

This study aimed to examine an assumption regarding whether generative artificial intelligence (GAI) tools can overcome the cognitive intensity that humans suffer when solving problems. We examine the performance of ChatGPT and GPT-4 on NAEP science assessments and compare their performance to students by cognitive demands of the items.