On Linking Learning, Assessment, and...

On

Lin

king

Lea

rnin

g,

Ass

essm

ent,

and

Inte

rpre

tatio

n

Min

Li

Min

Li

Stan

ford

Uni

vers

itySt

anfo

rd U

nive

rsity

Invi

ted

Talk

U

nive

rsity

of W

ashi

ngto

nA

pril

26th

, 200

1

Ove

rvie

w o

f Tal

k

•C

once

ptua

l fra

mew

ork:

The

ass

essm

ent t

riang

le

•D

isse

rtatio

n st

udy

–ev

alua

ting

the

links

bet

wee

n sc

ienc

e ac

hiev

emen

t to

asse

ssm

ents

•C

lass

room

ass

essm

ent s

tudy

–lo

okin

g in

to st

uden

ts’

lear

ning

in th

e cl

assr

oom

thro

ugh

Scie

nce

jour

nals

•D

irect

ions

and

impl

icat

ions

Con

cept

ual F

ram

ewor

k:T

he A

sses

smen

t Tri

angl

e

The

Ass

essm

ent T

rian

gle

Lear

ning

/Ach

ieve

men

t(c

ogni

tion)

Asse

ssm

ent

Inte

rpre

tatio

n

Pelle

grin

o, C

hudo

wsk

y, &

Gla

ser,

in p

ress

Dis

sert

atio

n St

udy:

Eva

luat

ing

the

Lin

k be

twee

n Sc

ienc

e A

chie

vem

ent t

o A

sses

smen

ts

The

Ass

essm

ent T

rian

gle:

D

isse

rtat

ion

Stud

ySc

ienc

e ac

hiev

emen

t as

four

type

s of k

nowl

edge

:•

Dec

lara

tive

•Pr

oced

ural

•Sc

hem

atic

•St

rate

gic

Asse

ssm

ent m

etho

ds:

•M

ultip

le-c

hoic

e•

Free

-res

pons

e•

Perf

orm

ance

-ass

essm

ent

Eval

uate

Inte

rpre

tatio

ns:

•Lo

gica

lly

•Em

piric

ally

Def

inin

g Sc

ienc

e A

chie

vem

ent

Scie

nce

Achi

evem

ent

Scie

nce

Achi

evem

ent

Def

initi

ons,

term

s & fa

cts

Step

s, ac

tions

, &

alg

orith

ms

Theo

ries &

m

enta

l mod

els

Stra

tegi

es &

co

nditi

onal

kn

owle

dge

Dec

lara

tive

Proc

edur

alSc

hem

atic

Stra

tegi

c

Lin

king

Kno

wle

dge

Typ

es to

A

sses

smen

t Met

hods

Ass

essm

ent M

etho

d

Mul

tiple

-cho

ice,

free

-res

pons

e

Perf

orm

ance

ass

essm

ent

Mul

tiple

-cho

ice,

free

-res

pons

e, c

once

pt-m

appi

ng

Perf

orm

ance

ass

essm

ent w

ith a

n op

en st

ruct

ure

Dec

lara

tive

Kno

win

g th

at

Proc

edur

alK

now

ing

how

Sche

mat

icK

now

ing

why

Stra

tegi

cK

now

ing

abou

t kno

win

g

Kno

wle

dge

Typ

e

Met

hod:

Sam

ple

•TI

MSS

scie

nce

item

s (A

mer

ican

Pop

2)

–B

ookl

et 8

•

22 m

ultip

le-c

hoic

e•

10 fr

ee-r

espo

nse

–Pe

rfor

man

ce a

sses

smen

t tas

ks

•Te

n ex

perts

sele

cted

for t

hink

-alo

ud st

udy

–5

phys

ics a

nd 5

bio

logy

gra

duat

e st

uden

ts

Met

hod:

Pro

cedu

re

The

link

was

eva

luat

ed lo

gica

lly a

nd e

mpi

rica

lly:

The

link

was

eva

luat

ed lo

gica

lly a

nd e

mpi

rica

lly:

•Lo

gica

l ana

lysi

s–

Cod

ing

the

char

acte

ristic

s of i

tem

s and

link

ing

item

s to

kno

wle

dge

type

s

•Em

piric

al a

naly

sis

–Ex

plor

ator

y an

d co

nfirm

ator

y fa

ctor

ana

lysi

s to

exam

ine

the

unde

rlyin

g co

varia

nce

patte

rns

–Th

ink-

alou

d st

udy

to in

fer s

tude

nts’

cog

nitio

n

Log

ical

Ana

lysi

s:C

lass

ifica

tion

of T

IMSS

Item

s by

Kno

wle

dge

Type

13 56 4

3

1

Dec

lara

tive

Sche

mat

ic

Proc

edur

al

Stra

tegi

c

Num

ber o

f Ite

ms

0

Exa

mpl

e: A

Dec

lara

tive-

know

ledg

e It

em

P4.

Wha

t hap

pens

whe

n an

ani

mal

hib

erna

tes?

A.

The

re is

no

life

in a

ny o

f its

par

ts.

B.

It st

ops b

reat

hing

.

C.

Its t

empe

ratu

re is

hig

her t

han

whe

n it

is a

ctiv

e.

D.

It is

abs

orbi

ng e

nerg

y fo

r use

whe

n it

is a

ctiv

e.

E.

It is

usi

ng le

ss e

nerg

y th

an w

hen

it is

act

ive.

Exa

mpl

e: A

Pro

cedu

ral-k

now

ledg

e It

em

P1.

The

grap

h sh

ows t

he p

rogr

ess m

ade

by a

n an

t mov

ing

alon

g a

stra

ight

line

.

If th

e an

t kee

ps m

ovin

g at

the

sam

e sp

eed,

how

far w

ill it

hav

etra

vele

d at

the

end

of 3

0 se

cond

s?

A.

5

cmB

.

6cm

C.

20

cmD

.

30cm

Exa

mpl

e: A

Sch

emat

ic-k

now

ledg

e It

em

P5.

The

wat

er in

a tu

be is

hea

ted,

as s

how

n in

the

diag

ram

. As t

he w

ater

is h

eate

d, th

e ba

lloon

incr

ease

sin

size

. Exp

lain

why

.

Fact

or A

naly

sis

A g

ood

stat

istic

al fi

t in

dica

ted

by fi

t m

easu

res:

-χ2

=357

.47,

df=3

33, P

=.17

-C

FI=.

999

0, .4

1

Dec

lara

tive

.72

bsm

sa7

0, .1

7

e11

.80

bsm

sa9

0, .1

2

e21

.60

bsm

sa11

0, .1

9

e31

0, .0

5

Sche

mat

ic.5

0bs

msq

110,

.22

e20

1

.41

bsss

p50,

.22

e19

1

.23

bsss

p20,

.12

e18

.15

bsm

sb3

0, .1

2

e17

1

.52

bsm

sa12

0, .2

0

e15

1

.76

bsm

sa8

0, .1

6

e14

1

0, .0

3

Proc

edur

al.6

6bs

msr

10,

.21

e28

1

.59

bsm

sp7

0, .2

1

e27

.84

bsm

sp1

0, .1

0

e26

1

.49

bsm

sb5

0, .2

4

e25

1

.53

bsm

sq13

0, .2

1

e21

.69

bsss

q18

0, .7

1

e23

1.4

7

bsm

sr2

0, .2

3

e24

1

.91

bsm

sb4

0, .0

7

e5.8

8bs

ssp3

0, .0

9

e6

1.23

bsss

p60,

.49

e8.5

1bs

msq

140,

.22

e9.5

8bs

ssq1

70,

.21

e10

.45

bsss

r4

0, .1

8e1

2.6

1bs

ssr5

0, .1

4

e13

11 111 11

.25

1

.12

1

.55

.73

.171.00

.54

bsm

sp4

0, .2

1

e71

-.03

.02

.31

.27

.32

.36

.18

.40

bsm

sq15

0, .2

2

e22

1

.84

bses

r30,

.36

e11

1

.58

.01

1

.02

1.00

.56

1.02.52

.03

.10

.73

.91

bsm

sb1

0, .0

8

e41

.10

-.23

.18

.32

.62

bsm

sb2

0, .2

3

e16

1

-.34

-.22

.48

.33

.47

.281.00

.27

.69

.94

.66

.25

1.70

.01

-.33

.11 .0

2.22

Fact

or A

naly

sis

•K

now

ledg

e-ty

pe it

ems c

lust

ered

to

geth

er, s

how

ing

sign

ifica

nt

load

ings

on

the

thre

e kn

owle

dge

fact

ors.

•D

ecla

rativ

e, p

roce

dura

l, an

d sc

hem

atic

kno

wle

dge

fact

ors

wer

e hi

ghly

cor

rela

ted.

•C

ompa

rison

with

alte

rnat

ive

mod

els (

e.g.

, one

gen

eral

fact

or)

favo

red

the

know

ledg

e-fa

ctor

m

odel

.

0, .4

1

Dec

lara

tive

.72

bsm

sa7

0, .1

7

e11

.80

bsm

sa9

0, .1

2

e21

.60

bsm

sa11

0, .1

9

e31

0, .0

5

Sche

mat

ic.5

0bs

msq

110,

.22

e20

1

.41

bsss

p50,

.22

e19

1

.23

bsss

p20,

.12

e18

.15

bsm

sb3

0, .1

2

e17

1

.52

bsm

sa12

0, .2

0

e15

1

.76

bsm

sa8

0, .1

6

e14

1

0, .0

3

Proc

edur

al.6

6bs

msr

10,

.21

e28

1

.59

bsm

sp7

0, .2

1

e27

.84

bsm

sp1

0, .1

0

e26

1

.49

bsm

sb5

0, .2

4

e25

1

.53

bsm

sq13

0, .2

1

e21

.69

bsss

q18

0, .7

1

e23

1.4

7

bsm

sr2

0, .2

3

e24

1

.91

bsm

sb4

0, .0

7

e5.8

8bs

ssp3

0, .0

9

e6

1.23

bsss

p60,

.49

e8.5

1bs

msq

140,

.22

e9.5

8bs

ssq1

70,

.21

e10

.45

bsss

r4

0, .1

8e1

2.6

1bs

ssr5

0, .1

4

e13

11 111 11

.25

1

.12

1

.55

.73

.171.00

.54

bsm

sp4

0, .2

1

e71

-.03

.02

.31

.27

.32

.36

.18

.40

bsm

sq15

0, .2

2

e22

1

.84

bses

r30,

.36

e11

1

.58

.01

1

.02

1.00

.56

1.02.52

.03

.10

.73

.91

bsm

sb1

0, .0

8

e41

.10

-.23

.18

.32

.62

bsm

sb2

0, .2

3

e16

1

-.34

-.22

.48

.33

.47

.281.00

.27

.69

.94

.66

.25

1.70

.01

-.33

.11 .0

2.22

Prot

ocol

Ana

lysi

sEx

ampl

es o

f Exp

erts

’ Ver

baliz

atio

ns

P4.

Wha

t hap

pens

whe

n an

ani

mal

hib

erna

tes?

A.

The

re is

no

life

in a

ny o

f its

par

ts.

B.

It st

ops b

reat

hing

.

C.

Its t

empe

ratu

re is

hig

her t

han

whe

n it

is a

ctiv

e.

D.

It is

abs

orbi

ng e

nerg

y fo

r use

whe

n it

is a

ctiv

e.

E.

It is

usi

ng le

ss e

nerg

y th

an w

hen

it is

act

ive.

The

decl

arat

ive-

know

ledg

e ite

m

Prot

ocol

Ana

lysi

sEx

ampl

es o

f Exp

erts

’ Ver

baliz

atio

ns

Expe

rt 1

:“W

hat h

appe

ns w

hen

an a

nim

al h

iber

nate

s?

Oka

y, w

hat I

kno

w, h

iber

natio

n m

eans

, sle

eps f

or a

lo

ng ti

me

and

hear

t rat

e sl

ows d

own

…”

Expe

rt 2

:“Th

e an

swer

is ju

st sa

id th

ere

(fro

m re

adin

g th

e st

atem

ent)…

all

the

proc

ess s

low

s dow

n. W

ell,

I kn

ow w

hen

anim

als h

iber

nate

, the

y la

y do

wn

and

they

do

not

use

too

muc

h en

ergy

.”

Prot

ocol

Ana

lysi

sEx

ampl

es o

f Exp

erts

’ Ver

baliz

atio

ns

P5.

The

wat

er in

a tu

be is

hea

ted,

as s

how

n in

the

diag

ram

. As t

he w

ater

is h

eate

d, th

e ba

lloon

incr

ease

sin

size

. Exp

lain

why

.

The

sche

mat

icTh

e sc

hem

atic

-- kno

wle

dge

item

know

ledg

e ite

m

Prot

ocol

Ana

lysi

sEx

ampl

es o

f Exp

erts

’ Ver

baliz

atio

ns

Expe

rt 1

:“…

whe

n it

is h

otte

r, th

e at

oms m

ove

fast

er.

So th

ey e

vapo

rate

, so

ther

e is

mor

e va

por.

That

vap

or,

that

is m

ore

pres

sure

on

the

ballo

on…

”

Expe

rt 2

:“Th

e ba

lloon

incr

ease

s bec

ause

of p

ress

ure,

th

at is

wha

t cau

ses t

he b

allo

on e

xpan

ds. A

nd a

lso,

whe

n yo

u he

at so

met

hing

, eve

n w

ithou

t wat

er, w

hen

you

heat

ga

s, pr

essu

re o

f the

vol

ume

tend

s to

incr

ease

.”

Con

clus

ions

of D

isse

rtat

ion

Stud

y

•Lo

gica

l and

fact

or a

naly

ses s

uppo

rted

the

dist

inct

ions

bet

wee

n kn

owle

dge

type

s.

•Pr

otoc

ol a

naly

sis r

evea

led

diff

eren

ces i

n us

e of

kn

owle

dge

type

s par

tially

due

to it

em

char

acte

ristic

s.

Cla

ssro

om A

sses

smen

t Stu

dy:

Cla

ssro

om A

sses

smen

t Stu

dy:

Loo

king

into

Stu

dent

s’ L

earn

ing

Loo

king

into

Stu

dent

s’ L

earn

ing

in th

e C

lass

room

in

the

Cla

ssro

om

thro

ugh

Scie

nce

Jour

nals

thro

ugh

Scie

nce

Jour

nals

Scie

nce

jour

nal

is a

com

pila

tion

of e

ntrie

s th

at p

rovi

des

a pa

rtial

rec

ord

of th

e in

stru

ctio

nal e

xper

ienc

es a

stu

dent

had

in

her

cla

ssro

om d

urin

g a

certa

in p

erio

d of

tim

e.

The

Ass

essm

ent T

rian

gle:

Sc

ienc

e Jo

urna

lsLe

arni

ng/A

chie

vem

ent

Lear

ning

/Ach

ieve

men

t

Jour

nals

as

Jour

nals

as

Asse

ssm

ent T

ools

:As

sess

men

t Too

ls:

•at

the

indi

vidu

al le

vel a

nd a

t the

ag

greg

ated

cla

ssro

om le

vel.

•an

imm

edia

te/u

nobt

rusi

ve a

sses

smen

t

•O

ppor

tuni

ties t

o le

arn

-Ins

truct

iona

l im

plem

enta

tion

-Qua

lity

of te

ache

r fee

dbac

k

•St

uden

t per

form

ance

-Sci

entif

ic c

omm

unic

atio

n-C

once

ptua

l und

erst

andi

ng-P

roce

dura

l und

erst

andi

ng

The

Ass

essm

ent T

rian

gle:

Scie

nce

Jour

nals

Lear

ning

/Ach

ieve

men

tLe

arni

ng/A

chie

vem

ent

Jour

nals

as

Jour

nals

as

Asse

ssm

ent T

ools

Inte

rpre

tatio

nIn

terp

reta

tion

Asse

ssm

ent T

ools

•Can

scie

nce

jour

nals

pro

vide

trus

twor

thy

and

valid

evid

ence

on

stud

ent p

erfo

rman

ce?

•Wha

t do

jour

nals

tell

us a

bout

stud

ent p

erfo

rman

ce?

•Wha

t do

jour

nals

tell

us a

bout

opp

ortu

nity

to le

arn?

Met

hod

•Sa

mpl

e

–10

fifth

gra

de c

lass

room

s

–Tw

o Fu

ll O

ptio

n Sc

ienc

e Sy

stem

(FO

SS) u

nits

, V

aria

bles

in th

e fa

ll an

d M

ixtu

res i

n th

e sp

ring,

w

ere

taug

ht.

–A

rand

om st

ratif

ied

sam

ple

from

eac

h cl

ass:

2 lo

w,

2 m

iddl

e, a

nd 2

hig

h

Met

hod

•C

odin

g

–Ea

ch e

ntry

was

cod

ed in

to d

iffer

ent s

core

s:•I

nstru

ctio

nal i

mpl

emen

tatio

n•T

ype

of e

ntry

•Stu

dent

per

form

ance

•Tea

cher

feed

back

–A

n an

alyt

ic c

odin

g cr

iteria

def

ined

the

valu

es.

Met

hod

•Pr

oced

ures

–Pr

e-po

stte

st d

esig

n us

ing

perf

orm

ance

ass

essm

ents

–28

Var

iabl

es a

nd 2

2 M

ixtu

res j

ourn

als w

ere

code

d by

two

code

rs.

Tec

hnic

al C

hara

cter

istic

s of

Jou

rnal

Sco

res

Relia

bilit

yRe

liabi

lity Ty

pe o

f ent

rySt

uden

t pe

rfor

man

ceTe

ache

r fe

edba

ck

Var

iabl

esM

ixtu

res

85 85.8

5.8

4.9

1.8

5

% o

f Agr

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