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TRE Study Purpose Demonstrate an approach to assessing “problem solving with technology” at the 8 th grade level that: Fits the NAEP context Uses extended performance tasks Models student proficiency in an evidence- centered way
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Randy BennettFrank JenkinsHilary PerskyAndy Weiss
Scoring Simulation Assessments
Funded by the National Center for Education Statistics, US Department of Education
What is NAEP?
• National Assessment of Educational Progress• The only nationally representative and
continuing assessment of what US students know and can do in various subject areas
• Paper testing program• Administered to samples in grades 4, 8, and 12 • Scores reported for groups but not individuals
TRE Study Purpose
• Demonstrate an approach to assessing “problem solving with technology” at the 8th grade level that:• Fits the NAEP context• Uses extended performance tasks• Models student proficiency in an evidence-
centered way
Conceptualizing Problem Solving with Technology
Technology Environment
Content Domain
Searchable Database
Text Processor
Simulation Tools
Dynamic Displays
Spread-sheet
Commun-ication Tools
Biology
Ecology
Physics Balloon xxxxxxx xxxxxxx xxxxxxx
Economics
History
What do the Example Modules Attempt to Measure?
• By scientific-inquiry skill, we mean being able to find information about a given topic, judge what information is relevant, plan and conduct experiments, monitor one’s efforts, organize and interpret results, and communicate a coherent interpretation.
• By computer skill, we mean being able to carry out the largely mechanical operations of using a computer to find information, run simulated experiments, get information from dynamic visual displays, construct a table or graph, sort data, and enter text.
Scoring the TRE Modules
• Develop initial scoring specifications during assessment design
• Represent what is being measured as a graphical model• Proposal for how the components of
proficiency are organized in the domain of problem solving in technology-rich environments
TRE Student Model
++
+
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ScientificInquiry Skill
Scientific InquiryExploration Skill
Science InquirySynthesis Skill
Problem Solving inTechnology-RichEnvironments
ComputerSkill
Connecting Observations to the Student Model
• Three-step process• Feature extraction• Feature evaluation• Evidence accumulation
Feature Extraction
• All student actions are logged in a transaction record
• Feature extraction involves pulling out particular observations from the student transaction record
• Example: the specific experiments the student chose to run for each of the Simulation problems
A Portion of the Student Transaction Record
# Action Value Time
1 ChooseValues 30
2 SelectMass 90 35
3 TryIt 37
4 MakeTable 55
5 SelectedTabVars Payload Mass 60
6 MakeGraph 68
7 VertAxis Altitude 75
8 HorizAxis Helium 83
Feature Evaluation
• Each extraction needs to be judged as to its correctness
• Feature evaluation involves assigning scores to these observations
A Provisional Feature-Evaluation Rule
• Quality of experiments used to solve Problem 1• IF the list of payload masses includes the low extreme
(10), the middle value (50), and the high extreme (90) with or without additional values, THEN the best experiments were run.
• IF the list omits one or more of the above required values but includes at least 3 experiments having a range of 50 or more, THEN very good experiments were run.
• IF the list has only two experiments but the range is at least 50 OR the list has more than two experiments with a range equal to 40, THEN good experiments were run.
• IF the list has two or fewer experiments with a range less than 50 OR has more than two experiments with a range less than 40, THEN insufficient experiments were run.
An Example of a “Best” Solution
An Example of an “Insufficient” Solution
Evidence Accumulation• Feature evaluations (like item responses)
need to be combined into summary scores that support the inferences we want to make from performance
• Evidence accumulation entails combining the feature scores in some principled manner
• Bayesian inference networks• Offer a very general, formal, statistical framework for
reasoning about interdependent variables in the presence of uncertainty
An Evidence Model Fragment for Exploration Skill in Simulation 1
Using Evidence to Update the Student Model
Using Evidence to Update the Student Model
TRE Student Model
Conclusion
• TRE illustrates:• Measuring problem-solving with technology, with
emphasis on the integration of the two skill sets• Using extended tasks like those encountered in
advanced academic and work environments• Modeling student performance in a way that
explicitly accounts for multidimensionality and for uncertainty
Conclusion
• Important remaining issues • Measurement
• Tools to evaluate model fit not well-developed• Extended performance tasks have limited
generalizability• Logistical
• Adequate school technology not yet universal• Cost
• Task production and scoring are labor-intensive
Randy BennettFrank JenkinsHilary PerskyAndy Weiss
Scoring Simulation Assessments
Funded by the National Center for Education Statistics, US Department of Education