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Jiang, Yang; Paquette, Luc; Baker, Ryan S.; Clarke-Midura, Jody – International Educational Data Mining Society, 2015
Inquiry skills are an important part of science education standards. There has been particular interest in verifying that these skills can transfer across domains and instructional contexts [4,15,16]. In this paper, we study transfer of inquiry skills, and the effects of prior practice of inquiry skills, using data from over 2000 middle school…
Descriptors: Performance Based Assessment, Virtual Classrooms, Comparative Analysis, Novices
Levy, Roy – National Center for Research on Evaluation, Standards, and Student Testing (CRESST), 2014
Digital games offer an appealing environment for assessing student proficiencies, including skills and misconceptions in a diagnostic setting. This paper proposes a dynamic Bayesian network modeling approach for observations of student performance from an educational video game. A Bayesian approach to model construction, calibration, and use in…
Descriptors: Video Games, Educational Games, Bayesian Statistics, Observation
Sears, David A.; Reagin, James Michael – Instructional Science: An International Journal of the Learning Sciences, 2013
Many studies have tested external supports for promoting productive collaboration, but relatively few have examined what features characterize naturally productive collaborative tasks. Two lines of research have come to distinct conclusions on the primary task feature associated with productive collaboration: demonstrability versus complexity.…
Descriptors: Problem Solving, Mathematics Education, Mathematics Instruction, Cooperative Learning
Buelin-Biesecker, Jennifer Katherine – ProQuest LLC, 2012
This study compared the creative outcomes in student work resulting from two pedagogical approaches to creative problem solving activities. A secondary goal was to validate the Consensual Assessment Technique (CAT) as a means of assessing creativity. Linear models for problem solving and design processes serve as the current paradigm in classroom…
Descriptors: Technology Education, Creativity, Problem Solving, Teaching Methods
Cates, Gary L.; Erkfritz, Karyn N. – Psychology in the Schools, 2007
The current study investigated the discreet task completion hypothesis presented by C. H. Skinner (2002) by investigating how the rate of interspersing affects performance on and preferences for academic assignments. Specifically, 70 sixth-, seventh-, and eighth-grade students were presented with four assignment pairs of multiplication problems.…
Descriptors: Multiplication, Assignments, Performance Based Assessment, Student Attitudes