Assessing and tracking students’ problem solving performances in anchored learning environments

Abstract

The purpose of this randomized experiment was to compare the performance of high-, average-, and low-achieving middle school students who were assessed with parallel versions of a computer-based test (CBT) or a paper-pencil test (PPT). Tests delivered in interactive, immersive environments like the CBT may have the advantage of providing teachers with diagnostic tools that can lead to instruction tailored to the needs of students at different achievement levels. To test the feasibility of CBT, students were randomly assigned to the CBT or PPT test conditions to measure what they had learned from an instructional method called enhanced anchored math instruction. Both assessment methods showed that students benefited from instruction and differentiated students by achievement status. The navigation maps generated from the CBT revealed that the low-achieving students were able to navigate the test, spent about the same amount of time solving the subproblems as the more advanced students, and made use of the learning scaffolds.

ICT‐supported learning for inclusion of people with special needs: Review of seven educational technology journals, 1970–2011

“…2006–2011: Parsons et al (2006a); Bain and Parkes (); Bottge et al (); Seo and Bryant (); Seo and Woo (); Eden and Heiman ()…”

“…Most often, learning disabilities in general are mentioned. Examples include Nicol and Anderson (); Beale (); Bottge, Rueda, Kwon, Grant and LaRoque (); and Seo and Woo ().…”

“…Four papers used sample groups of 50 to 100 participants (for example Durkin et al , ; Houghton et al , ). Four papers used samples of 100 to 200 participants (for example Bottge et al , ; Shamir & Shlafer, ), two papers described samples of up to 10 participants (for example Rajendran & Mitchell, ), and one study used a sample of between 200 and 500 participants (Guat & Teh, ).…”

Special Education and ICTs

“…During the last decade, much of the research on learning with ICTs deals with different types of diagnostic and intervention tools which can be used not only from specialists such as doctors, but also from teachers, special educators and parents. Recently, computer based assessment systems have been supported from a large number of researchers because they can better recognize and integrate learning difficulties across students [8], [9]. In addition great progress has been observed in the design of ICT software programs to provide students with special educational needs equal access to education [10], [11].…”

Untitled

“…In other words, culture as an assessment parameter is perceived as a foreground of improving the positive learning approaches for the marginalized students that build on the learner's development instead of their challenges. For instance, according to Bottge et al (2014) cultural relativity in assessment is pegged on the need to ensure that students experience and achieve their academic success. It also focuses on students' need to develop and maintain their competence and contact with their cultural heritages.…”