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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
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each
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•Te
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mis
conc
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at w
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n th
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uden
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ourn
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•O
nly
4 am
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the
10 te
ache
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rovi
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feed
back
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No
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Wro
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feed
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Feed
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Che
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01020304050
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4 fe
edba
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Con
clus
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of C
lass
room
A
sses
smen
t Stu
dy
•Sc
ienc
e jo
urna
ls c
an b
e re
liabl
y sc
ored
and
be
used
as a
va
lid a
sses
smen
t too
l.
•St
uden
ts d
id p
oorly
in sc
ient
ific
com
mun
icat
ion
and
show
ed p
artia
l sci
ence
und
erst
andi
ng in
thei
r jou
rnal
s.
•M
ost t
each
ers d
id n
ot e
ffec
tivel
y us
e sc
ienc
e jo
urna
ls.
•Te
ache
rs h
ad v
ery
limite
d co
nten
t kno
wle
dge.
The
y di
d no
t kno
w h
ow to
pro
mot
e or
ass
ess s
tude
nt le
arni
ng.
Dir
ectio
ns a
nd Im
plic
atio
nsD
irec
tions
and
Impl
icat
ions
Dir
ectio
ns a
nd Im
plic
atio
ns
Diss
erta
tion
Stud
yD
isser
tatio
n St
udy
•W
hat o
ther
ass
essm
ent m
etho
ds c
an ta
p in
to th
ese
know
ledg
e ty
pes?
•H
ow c
an w
e m
easu
re ty
pes o
f kno
wle
dge
at th
e cl
assr
oom
leve
l?
•H
ow c
an w
e us
e th
e di
stin
ctio
ns b
etw
een
know
ledg
e ty
pes t
o im
prov
e te
ache
rs’ p
ract
ice?
•H
ow c
an w
e us
e th
ese
dist
inct
ions
to p
rom
ote
stud
ents
’ le
arni
ng?
Dir
ectio
ns a
nd Im
plic
atio
nsCl
assr
oom
Ass
essm
ent S
tudy
Clas
sroo
m A
sses
smen
t Stu
dy
•C
an jo
urna
ls b
e us
ed to
gat
her i
nfor
mat
ion
on
teac
hing
for t
he a
ccou
ntab
ility
pur
pose
s?
•H
ow c
an w
e m
ake
the
use
of jo
urna
ls re
leva
nt to
an
d pr
actic
al fo
r tea
cher
s in
thei
r pra
ctic
e?
•H
ow c
an w
e us
e th
ese
findi
ngs t
o im
prov
e te
ache
rs’
clas
sroo
m a
sses
smen
t pra
ctic
es?
Dir
ectio
ns a
nd Im
plic
atio
nsM
y Re
sear
ch o
n As
sess
men
tM
y Re
sear
ch o
n As
sess
men
t
Lear
ning
/Ach
ieve
men
t(c
ogni
tion)
Asse
ssm
ent
Inte
rpre
tatio
n
TH
AN
K Y
OU
!
I loo
k fo
rwar
d to
yo
ur q
uest
ions
and
com
men
ts..