Student perceptions toward homework assigned in general chemistry courses was investigated in this study. The study participants were required to complete homework assignments using two different online systems, ALEKS (adaptive-responsive system) and Sapling (traditional-responsive system). An online survey investigating their general perceptions…

Preservice elementary teachers (PSTs) prepare for various standardized assessments, such as the Praxis® licensure assessment. However, there is little research on test-taking behavior and test-taking strategies for this examinee population. A common belief and instruction given in some test preparation materials is that examinees should stick to…

Machine learning (ML) has been increasingly employed in science assessment to facilitate automatic scoring efforts, although with varying degrees of success (i.e., magnitudes of machine-human score agreements [MHAs]). Little work has empirically examined the factors that impact MHA disparities in this growing field, thus constraining the…

Standardized, well-established paper-and-pencil tests, which measure spatial abilities or which measure reasoning abilities, have long been found to be predictive of success in the STEM (science, technology, engineering, and mathematics) fields. Instructors can use these tests for prediction of success and to inform instruction. A comparative…

There is a need for developmentally appropriate Computational Thinking (CT) assessments that can be implemented in early childhood classrooms. We developed a new instrument called "TechCheck" for assessing CT skills in young children that does not require prior knowledge of computer programming. "TechCheck" is based on…

This study adopted a quasi-experimental design with follow-up interview to develop a computer-based two-tier assessment (CBA) regarding the science topic of electric circuits and to evaluate the diagnostic power of the assessment. Three assessment formats (i.e., paper-and-pencil, static computer-based, and dynamic computer-based tests) using…

The primary aim of the study was to examine whether performance on a science assessment in an immersive virtual environment was associated with changes in scientific inquiry self-efficacy. A secondary aim of the study was to examine whether performance on the science assessment was equitable for students with different levels of computer game…

Although technology for automatic grading of multiple choice exams has existed for several decades, it is not yet as widely available or affordable as it should be. The main reasons preventing this adoption are the cost and the complexity of the setup procedures. In this paper, "Eyegrade," a system for automatic grading of multiple…

Automated computerized scoring systems (ACSSs) are being increasingly used to analyze text in many educational settings. Nevertheless, the impact of misspelled words (MSW) on scoring accuracy remains to be investigated in many domains, particularly jargon-rich disciplines such as the life sciences. Empirical studies confirm that MSW are a…

Two examples of the interaction between computer technology and assessment are described: a tool-based knowledge representation approach to assess content understanding and a team problem-solving task involving negotiation. The examples serve as the context for the exploration of validity, equity, and utility. (LZ)

Describes a project that addressed the challenge of promoting systemic change in science education through the use of instructional assessments. Instructional assessments integrate performance-based assessments with curriculum and instruction at the classroom level. Authors claim instructional assessment provides a promising lever for promoting…

Reviews seven computer applications for science assessment including conventional, multiple-choice, constructed-response, adaptive, figural response, simulation, and an emerging approach to performance assessment termed solution pathway analysis. Virtually all computer-based testing systems are found to improve the quality and efficiency of record…

Suggests that, based on a theory of situated learning, assessment must emphasize process as much as product. Several assessment examples are given, including a computer-based planning assistant for a mathematics and science video, suggestions for computer-based portfolio assessment, and speculations about embedded assessment of virtual situations.…

Discusses the potential role of technology in evaluating learning outcomes in large-scale, widespread science assessments. Describes current state-of-the-art techniques in this area and looks at the past and future uses of technology in large-scale science assessments. (LZ)

Gives descriptions of how performance assessment tasks are linked to science curriculum objectives, along with criteria for and examples of performance assessment tasks. Describes the role that computers and related technology can play in problem-based performance assessment. (LZ)