Process Based Analysis on Scientific Inquiry Tasks Using Large-Scale National Assessment Dataset [Konferenzbericht] Paper presented at the International Conference on Educational Data Mining (EDM) (13th, Online, Jul 10-13, 2020).

Autor/inn/en	Gong, Tao; Shuai, Lan; Arslan, Burcu; Jiang, Yang Jiang
Titel	Process Based Analysis on Scientific Inquiry Tasks Using Large-Scale National Assessment Dataset [Konferenzbericht] Paper presented at the International Conference on Educational Data Mining (EDM) (13th, Online, Jul 10-13, 2020).
Quelle	(2020), (7 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Science Experiments; Time; Inquiry; Scores; High Achievement; Low Achievement; Science Process Skills; National Competency Tests; Science Tests; Grade 8; Grade 12; Middle School Students; High School Students; National Assessment of Educational Progress + Suchen Sie Ihr Suchwort? Zeit; Unterdurchschnittliche Leistung; School year 08; 8. Schuljahr; Schuljahr 08; School year 12; 12. Schuljahr; Schuljahr 12; Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; High school; High schools; Oberschule; Studentin
Abstract	This paper investigates differences in students having various scores when designing controlled experiments in two types of scientific inquiry tasks (a fair test and an exhaustive test). We measure temporal features of preparation time and execution time, which reflect respectively the process of question understanding and answer planning and that of executing the control-of-variables strategy in answer formulation. We also measure mean execution time per answering event to reflect the efficiency of answering events. Results show that: in the fair test, the full score students showed less execution time than the lowest score ones; in the exhaustive test, the full score students showed more execution time than the lowest score ones; but in both tests, the high-performing students had less mean execution time than the low-performing ones. These results reveal that despite test differences, students who appropriately apply the control-of-variables strategy in these tests are more goal-directed and efficient in planning and executing response strategies than those who fail to do so. This study provides process-based features and large-scale evidence of scientific inquiry practice in in educational assessment. [For the full proceedings, see ED607784.] (As Provided).
Anmerkungen	International Educational Data Mining Society. e-mail: admin@educationaldatamining.org; Web site: http://www.educationaldatamining.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01