Validation of Automated Scoring for a Formative Assessment that Employs Scientific Argumentation     

Liyang Mao  Ou Lydia Liu  Katrina Roohr  Vinetha Belur  Matthew Mulholland  Hee-Sun Lee 《Educational Assessment》2018,23(2):121-138

Scientific argumentation is one of the core practices for teachers to implement in science classrooms. We developed a computer-based formative assessment to support students’ construction and revision of scientific arguments. The assessment is built upon automated scoring of students’ arguments and provides feedback to students and teachers. Preliminary validity evidence was collected in this study to support the use of automated scoring in this formative assessment. The results showed satisfactory psychometric properties related to this formative assessment. The automated scores showed satisfactory agreement with human scores, but small discrepancies still existed. Automated scores and feedback encouraged students to revise their answers. Students’ scientific argumentation skills improved during the revision process. These findings provided preliminary evident to support the use of automated scoring in the formative assessment to diagnose and enhance students’ argumentation skills in the context of climate change in secondary school science classrooms.  相似文献   

Systems simulation: The art and science : Robert E. Shannon. 387 pages,diagrams, 6 x 9 in., Prentice-Hall,Englewood Cliffs,N.J., 1975. Price, $14.95.     

Belur V. Dasarathy 《Journal of The Franklin Institute》1978,306(4):322-323

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Electrical measurement systems for biological and physical scientists: Leonard J. Weber and Donald I. McLean. 399 pages,diagrams, 614 x 912 in., Addison-Wesley,Reading, Mass., 1975. Price, $15.45.     

Belur V. Dasarathy 《Journal of The Franklin Institute》1978,306(4):323-324

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Investigating the impact of automated feedback on students’ scientific argumentation     

Mengxiao Zhu  Hee-Sun Lee  Ting Wang  Ou Lydia Liu  Vinetha Belur  Amy Pallant 《International Journal of Science Education》2013,35(12):1648-1668

ABSTRACT

This study investigates the role of automated scoring and feedback in supporting students’ construction of written scientific arguments while learning about factors that affect climate change in the classroom. The automated scoring and feedback technology was integrated into an online module. Students’ written scientific argumentation occurred when they responded to structured argumentation prompts. After submitting the open-ended responses, students received scores generated by a scoring engine and written feedback associated with the scores in real-time. Using the log data that recorded argumentation scores as well as argument submission and revisions activities, we answer three research questions. First, how students behaved after receiving the feedback; second, whether and how students’ revisions improved their argumentation scores; and third, did item difficulties shift with the availability of the automated feedback. Results showed that the majority of students (77%) made revisions after receiving the feedback, and students with higher initial scores were more likely to revise their responses. Students who revised had significantly higher final scores than those who did not, and each revision was associated with an average increase of 0.55 on the final scores. Analysis on item difficulty shifts showed that written scientific argumentation became easier after students used the automated feedback.  相似文献