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CBE Life Sci Educ. 2011 Summer;10(2):149-55. doi: 10.1187/cbe.11-03-0019.

Harnessing technology to improve formative assessment of student conceptions in STEM: forging a national network.

Author information

  • 1Division of Science and Mathematics Education, Michigan State University, East Lansing, MI 48824, USA.

Erratum in

  • CBE Life Sci Educ. 2012 Spring;11(1):111.

Abstract

Concept inventories, consisting of multiple-choice questions designed around common student misconceptions, are designed to reveal student thinking. However, students often have complex, heterogeneous ideas about scientific concepts. Constructed-response assessments, in which students must create their own answer, may better reveal students' thinking, but are time- and resource-intensive to evaluate. This report describes the initial meeting of a National Science Foundation-funded cross-institutional collaboration of interdisciplinary science, technology, engineering, and mathematics (STEM) education researchers interested in exploring the use of automated text analysis to evaluate constructed-response assessments. Participants at the meeting shared existing work on lexical analysis and concept inventories, participated in technology demonstrations and workshops, and discussed research goals. We are seeking interested collaborators to join our research community.

PMID:
21633063
[PubMed - indexed for MEDLINE]
PMCID:
PMC3105921
Free PMC Article

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