Revealing Test Answer Behavior Patterns Through Quartile Analysis

Schmidt, LeAnne J.; Dirkin, Kathryn Hershey

doi:10.22492/issn.2435-1202.2022.9

Cited by 1 publication

(4 citation statements)

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“…Between October and December, the mean score of students on grammar content material which did not reflect a progression of learning, but specific and discrete concepts, score range improved by 10% (Schmidt, 2021). Then, from December to April, scores on similarly discrete concepts improved by another 15% to reveal an overall improvement of 25% from the first assessment (Schmidt, 2021). Therefore, the improvement suggested an increased facility with the means of assessment and not with the content.…”

Section: Studentsmentioning

confidence: 94%

“…Digital Application Literacy theory was created in response to a one-year study of eighth grade students in a Language Arts course in which they were assessed using the NoRedInk platform at intervals throughout the school year, particularly October, December, and April (Schmidt, 2021). Between October and December, the mean score of students on grammar content material which did not reflect a progression of learning, but specific and discrete concepts, score range improved by 10% (Schmidt, 2021). Then, from December to April, scores on similarly discrete concepts improved by another 15% to reveal an overall improvement of 25% from the first assessment (Schmidt, 2021).…”

Section: Studentsmentioning

confidence: 99%

“…Among these applications were online versions of assessments, including standardized state tests and the College Board Advanced Placement exams. Without proper preparedness, Digital Application Literacy theory would indicate that students are not actually being assessed on their knowledge of the content, but their facility with the application for the assessment (Schmidt, 2021). These alternate versions of classroom assessments were used to widely report the inadequacies of pandemic learning and the learning lag recorded by them.…”

Section: Studentsmentioning

confidence: 99%

“…The Digital Application Literacy theory expressed the necessity for explicit teaching of new applications and online protocols with students before using them in assessment practices (Schmidt, 2021). When educators use unfamiliar means of assessment with students, they risk assessing facility with the application instead of the apprehension of the content knowledge in the classroom.…”

Section: Introductionmentioning

confidence: 99%

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The IAFOR Conference on Educational Research & Innovation: 2023 Official Conference Proceedings

2023

ERI Official Conference Proceedings

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This paper presents the design, development, and quantitative and qualitative evaluations of a digital learning object based on the Transition Design methodology and the ISO-50001 standard (i.e., Energy Management System). To clarify, Transition Design addresses complex problems, called wicked problems, such as climate change, the global pandemic, and lack of access to affordable education, among others. In particular, the problem addressed in this paper is the lack of knowledge of general and standardized aspects related to energy efficiency in the secondary education curriculum design & development in Mexico. Therefore, obtaining good results in the energy efficiency context turns out to be very complicated, since there is no standard framework, and the activities or learning objects used, are not generally appropriate to the expected learning outcomes. In this way, through social immersion, focus groups, creativity techniques, and digital design tools, a market study was carried out considering a sample of 208 students distributed into 6 groups from different subjects, where the subjects are related to natural & exact sciences and social sciences & humanities. The aforementioned is for assessing the student's learning styles to determine the most adequate digital learning object for them. As a result, a digital learning object was developed in an interdisciplinary manner considering the Kolb learning styles., i.e., concrete experience, reflective observation, abstract conceptualization, and active experimentation. Finally, this project has implications for the future development of the secondary education curriculum, but the learning object can also be adapted to existing educational programs and models.

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Section: Studentsmentioning

confidence: 94%