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Download full textPingping Zhao; Chun-Yen Chang; Yueyang Shao; Zhi Liu; Hao Zhou; Jian Liu – Journal of Baltic Science Education, 2023
Students' problem-solving strategies and the differences among strategy groups were explored by analyzing the process data collected during student interactions with computer-based science items. Data were gathered from 1516 eleventh-grade students from 4 schools in China. Analyses of the sequences of students' response actions revealed that the…
Descriptors: Foreign Countries, Problem Solving, Learning Strategies, Science Instruction
Direct linkKempegowda, Swetha Nagarahalli; Ramachandra, Shobha Chikkavaddaragudi; Arun, Brunda; Devaraju, Abhijith; Shivashankar, Kusuma Kasapura; Raghunathachar, Sahana Kabbathy; Bettadapura, Anjalidevi Shankarrao; Puttalingaiah, Sujatha; Devegowda, Devananda; Vishwanath, Prashant; Nataraj, Suma Maduvanahalli; Prashant, Akila – Biochemistry and Molecular Biology Education, 2023
Online assessments are needed during the prevailing pandemic situation to continue educational activities while ensuring safety. After conducting the online practical assessment (OPrA) in Biochemistry, we analyzed the students' responses. The blueprint of the OPrA was prepared by the faculty, referring to the various levels and domains of Bloom's…
Descriptors: Biochemistry, Science Instruction, Science Tests, Feedback (Response)
Gerd Kortemeyer; Julian Nöhl; Daria Onishchuk – Physical Review Physics Education Research, 2024
[This paper is part of the Focused Collection in Artificial Intelligence Tools in Physics Teaching and Physics Education Research.] Using a high-stakes thermodynamics exam as the sample (252 students, four multipart problems), we investigate the viability of four workflows for AI-assisted grading of handwritten student solutions. We find that the…
Descriptors: Grading, Physics, Science Instruction, Artificial Intelligence
Maarten T. P. Beerepoot – Journal of Chemical Education, 2023
Digital automated assessment is a valuable and time-efficient tool for educators to provide immediate and objective feedback to learners. Automated assessment, however, puts high demands on the quality of the questions, alignment with the intended learning outcomes, and the quality of the feedback provided to the learners. We here describe the…
Descriptors: Formative Evaluation, Summative Evaluation, Chemistry, Science Instruction
Endang Susantini; Yurizka Melia Sari; Prima Vidya Asteria; Muhammad Ilyas Marzuqi – Journal of Education and Learning (EduLearn), 2025
Assessing preservice' higher order thinking skills (HOTS) in science and mathematics is essential. Teachers' HOTS ability is closely related to their ability to create HOTS-type science and mathematics problems. Among various types of HOTS, one is Bloomian HOTS. To facilitate the preservice teacher to create problems in those subjects, an Android…
Descriptors: Content Validity, Mathematics Instruction, Decision Making, Thinking Skills
Tadesse Hagos; Dereje Andargie – Chemistry Education Research and Practice, 2024
This study examines how students' conceptual and procedural knowledge of chemical equilibrium is affected by technology-supported formative assessment (TSFA) strategies. This study's embedded/nested mixed method research design was used to achieve the study's objective. A random sampling method was used to choose the sample of two intact classes…
Descriptors: Chemistry, Formative Evaluation, Science Instruction, Scientific Concepts
Parker, Mark A. J.; Hedgeland, Holly; Braithwaite, Nicholas; Jordan, Sally – European Journal of Science and Mathematics Education, 2022
The study investigated student reaction to the alternative mechanics survey (AMS), a modified force concept inventory, which used automatically marked free-response questions and offered limited feedback to students after their answers had been submitted. Eight participants were observed in completing the AMS, and they were interviewed to gain…
Descriptors: Student Attitudes, Feedback (Response), Learning Processes, Physics
Todd, Kaylee; Therriault, David J.; Angerhofer, Alexander – Chemistry Education Research and Practice, 2021
Building domain knowledge is essential to a student's success in any course. Chemistry, similar to other STEM disciplines, has a strong cumulative element (i.e., topic areas continuously build upon prior coursework). We employed the testing effect, in the form of post-exam retrieval quizzes, as a way to improve students' understanding of chemistry…
Descriptors: Chemistry, Science Instruction, Knowledge Level, Science Tests
Xiong-Skiba, P.; Buckner, S.; Little, C.; Kovalskiy, A. – Physics Teacher, 2020
This paper reports our work on replacing lab report grading by post-online lab quizzes using Desire2Learn (D2L, an online course management software), specifically, how we circumvent some of the limitations imposed by D2L and the outcomes.
Descriptors: Grading, Physics, Science Tests, Computer Assisted Testing
Goolsby-Cole, Cody; Bass, Sarah M.; Stanwyck, Liz; Leupen, Sarah; Carpenter, Tara S.; Hodges, Linda C. – Journal of College Science Teaching, 2023
During the pandemic, the use of question pools for online testing was recommended to mitigate cheating, exposing multitudes of science, technology, engineering, and mathematics (STEM) students across the globe to this practice. Yet instructors may be unfamiliar with the ways that seemingly small changes between questions in a pool can expose…
Descriptors: Science Instruction, Computer Assisted Testing, Cheating, STEM Education
van de Heyde, Valentino; Siebrits, Andre – Physics Teacher, 2019
In any science field, including physics, it is important to remain abreast of new assessment methods to cater to the 21st-century student. The rationale of this paper is to argue for a move away from the use of lower-order thinking skills (LOTS) in e-assessment in favor of higher-order thinking skills (HOTS), in line with Bloom's Revised Taxonomy.…
Descriptors: Thinking Skills, Physics, Science Instruction, Computer Assisted Testing
Frances Heaney; Trinidad Velasco-Torrijos; Carmel Breslin; Robert Elmes; John Stephens; Ria Collery-Walsh; Anne Cleary; Orla Joyce; Brian Murphy; Bernard Drumm; Ronan Bree; Eric Moore; Aoife Morrin; Bla´naid White; Denise Rooney – Journal of Chemical Education, 2025
In a technology-enhanced learning environment and underpinned by a unique hybrid pedagogic model that borrows from gamification, constructivism, and experiential learning approaches, badges were purposefully used to foster engagement. This approach promoted the development of a mindset that identifies and appreciates the worth of a portfolio of…
Descriptors: Science Instruction, Blended Learning, Large Group Instruction, Experiential Learning
Uhl, Juli D.; Sripathi, Kamali N.; Meir, Eli; Merrill, John; Urban-Lurain, Mark; Haudek, Kevin C. – CBE - Life Sciences Education, 2021
The focus of biology education has shifted from memorization to conceptual understanding of core biological concepts such as matter and energy relationships. To examine undergraduate learning about matter and energy, we incorporated constructed-response (CR) questions into an interactive computer-based tutorial. The objective of this tutorial is…
Descriptors: Computer Assisted Testing, Writing Evaluation, Science Education, Biology
Supriyati, Yetti; Iriyadi, Deni; Falani, Ilham – Journal of Technology and Science Education, 2021
This study aims to develop a score equating application for computer-based school exams using parallel test kits with 25% anchor items. The items are arranged according to HOTS (High Order Thinking Skill) category, and use a scientific approach according to the physics lessons characteristics. Therefore, the questions were made using stimulus,…
Descriptors: Physics, Science Instruction, Teaching Methods, Equated Scores
Lewis, Scott E. – Journal of Chemical Education, 2020
This paper is designed to synopsize the efforts of a team of general chemistry teachers to enact assessments during the abrupt transition to online-only instruction and reflect on what was done successfully and what could be improved. The focus is on the extent remote, online assessments accurately measured student knowledge described within the…
Descriptors: Chemistry, Science Instruction, Online Courses, Distance Education
