Education Commons^™

Introduction To Educational Measurement: Cramming A Semester­Long Course Into A One‐Hour Presentation, Tony Albano

DBER Speaker Series

1. Test design 1. Construct – the unobservable trait or attribute we want to measure; 2. Operationalizing – translating the construct into something observable; 3. Measurement – using scores to represent amounts of the construct via operations; 4. Scale – a set of operations (items) used to create composite scores; 5. Inference – assuming our scores describe some change in the construct; 6. Reliability – extent to which inferences are consistent; 7. Validity – extent to which inferences are accurate; 8. Purpose – the who, what, and why

2. Item writing — Standards or learning objectives – define what students …

Interactive Usage Of Demonstration Videos: An Experimental Evaluation, Ryan Anderson, Shiyuan Wang, Lisa M. Pytlikzillig, Kevin M. Lee

DBER Speaker Series

Crouch et al (2004) posit that students will be more engaged by and learn more from classroom demonstrations when asked to predict the outcome of the demonstration and discuss it with peers. We tested this hypothesis in an experiment involving 116 students enrolled in an undergraduate astronomy class using an online survey and five video demonstrations. Students were randomly assigned to one of four conditions, including watching a set of videos (about convection, sun spots, and buoyancy) under one of Crouch’s three modes of presentation (observe, predict, and discuss) and a control condition which involved viewing different videos (about differentiation …

Do Interactions Between Motor And Visual Codes Facilitate Visuospatial Memory?: The Influence Of Action On Memory Performance: When Does It Help You, When Does It Hurt You, Michael Dodd

DBER Speaker Series

One of the hallmarks of human cognition is that we have a limited number of cognitive resources available and successful performance in the environment requires an appropriate number of these resources to be directed towards one's primary task. As such, it is unsurprising that when attention is divided between two tasks simultaneously, performance on each task suffers relative to if each task was done in isolation. At the same time, however, it has also been shown that when individuals process information in multiple ways (e.g. across more than one modality) that performance is enhanced. In the present talk I will …