Argumentation is fundamental to science education, both as a prominent feature of scientific reasoning and as an effective mode of learning--a perspective reflected in contemporary frameworks and standards. The successful implementation of argumentation in school science, however, requires a paradigm shift in science assessment from the…

This study develops a framework to conceptualize the use and evolution of machine learning (ML) in science assessment. We systematically reviewed 47 studies that applied ML in science assessment and classified them into five categories: (a) constructed response, (b) essay, (c) simulation, (d) educational game, and (e) inter-discipline. We compared…

Previous research has demonstrated the potential of examining log-file data from computer-based assessments to understand student interactions with complex inquiry tasks. Rather than solely providing information about what has been achieved or the accuracy of student responses ("product data"), students' log files offer additional…

Advances in automated scoring technologies have the potential to support student learning during inquiry instruction by providing timely and adaptive guidance on individual students' responses. To identify which forms of automated guidance can be beneficial for inquiry learning, we compared reflective guidance to directive guidance for…

Online testing holds much promise for assessing students' complex science knowledge and inquiry skills. In the current study, we examined the comparative effectiveness of assessment tasks and test items presented in online modules that used either a static, active, or interactive modality. A total of 1,836 students from the classrooms of 22 middle…

Previously, a small scale, interview-based, 3-year longitudinal study (ages 11-14) in one school had suggested a learning progression related to the concept of a substance. This article presents the results of a large-scale, cross-sectional study which used Rasch modeling to test the hypothesis of the learning progression. Data were collected from…

Investigated: (1) immediate and continuing benefits associated with using microcomputer-assisted testing with 42 biology students; (2) types of students benefiting from microcomputer-administered diagnostic testing; and (3) the feasibility of microcomputer-administered diagnostic testing. One finding is that such testing positively influences…

Describes a computer program presenting four genetics problems to monitor the problem solving process of college students. Identifies three main areas of difficulty: computational skills; determination of gametes; and application of previous learning to new situations. (Author/YP)

Assessed affects of Computer-Assisted Self-Evaluation (CASE) system of multiple-choice testing. Learning and retention were examined in two equivalent groups of undergraduates. Students (N=34) receiving 24 quizzes with immediate feedback outperformed students (N=30) receiving two midterms with delayed feedback. (Author/DS)