Evaluating Inquiry Learning Through Recognition-Based Tasks

Authors:
Tom Murray;Kenneth Rath;Beverly Woolf;David Marshall;Merle Bruno;Toby Dragon;Kevin Kohler;Matthew Mattingly
Affiliations:
University of Massachusetts, Amherst, MA, contact: tmurray@cs.umass.edu;Peterfreund Associates, Amherst, MA;University of Massachusetts, Amherst, MA, contact: tmurray@cs.umass.edu;University of Massachusetts, Amherst, MA, contact: tmurray@cs.umass.edu;Hampshire College, Amherst, MA;University of Massachusetts, Amherst, MA, contact: tmurray@cs.umass.edu;University of Massachusetts, Amherst, MA, contact: tmurray@cs.umass.edu;University of Massachusetts, Amherst, MA, contact: tmurray@cs.umass.edu
Venue:
Proceedings of the 2005 conference on Artificial Intelligence in Education: Supporting Learning through Intelligent and Socially Informed Technology
Year:
2005

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Abstract

The Rashi inquiry learning environment for human biology was evaluated using a new instrument for assessing gains in scientific inquiry skills. The instrument was designed to be sensitive to the small pre-post skill gains that are hypothesized for short learning interventions. It is also designed to be scored with less effort than the verbal protocol analysis methods most often used to asses higher order skills. To achieve these ends the instrument is “item-based”, “recognition-based” and “difference-based.” We describe our assessment design method and results of its first use.