Export 328 results:
Applying machine learning in science assessment: a systematic review. Studies in Science Education, 56(11), 111-151. doi:10.1080/03057267.2020.1735757. (2020).
Comparison of Machine Learning Performance Using Analytic and Holistic Coding Approaches Across Constructed Response Assessments Aligned to a Science Learning Progression. Journal of Science Education and Technology. presented at the 09/2020. doi:10.1007/s10956-020-09858-0. (2020).
Construct validity of computer scored constructed response items in undergraduate introductory biology courses. In Rasch Measurement: Applications in Quantitative Educational Research (1st ed., pp. 223-240). Singapore: Springer Singapore. doi:10.1007/978-981-15-1800-3_12. (2020).
Developing Computer Resources to Automate Analysis of Students' Explanations of London Dispersion Forces. Journal of Chemical Education Research. presented at the 10/2020. doi:10.1021/acs.jchemed.0c00445. (2020).
Evaluation of construct-irrelevant variance yielded by machine and human scoring of a science teacher PCK constructed response assessment. Studies in Educational Evaluation, 67, 100916. doi:10.1016/j.stueduc.2020.100916. (2020).
Exploring the meaning of function as a complex idea embedded within the crosscutting concept of ‘structure and function’. Journal on Excellence in College Teaching, 31(1).. (2020).
From substitution to redefinition: A framework of machine-learning based science assessment. Journal of Research in Science Teaching. presented at the 10/2020. doi:10.1002/tea.21658. (2020).
Quantifying cognitive bias in educational researchers. International Journal of Research & Method in Education. presented at the 08/2020. doi:10.1080/1743727X.2020.1804541. (2020).
Application of automated analysis of constructed responses in large enrollment undergraduate classrooms [Talk]. In Gordon Research Conference. Lewiston, ME.. (2019).
Automated Analyses of Constructed Response (AACR) questions in STEM courses provide insights into student thinking [Poster]. In CREATE for STEM Mini-Conference.. (2019).
Automated Analyses of Constructed Response (AACR) questions in STEM courses provide insights into student thinking [Poster]. In Spring Conference on Student Learning and Success.. (2019).
Automated analysis can guide instructor understanding of student writing about cellular respiration [Poster]. In Spring Conference on Student Learning and Success.. (2019).
Automated analysis can guide instructor understanding of student writing about cellular respiration [Poster]. In CREATE for STEM Mini-Conference.. (2019).
Challenges in Developing Computerized Scoring Models for Principle-Based Reasoning in a Physiology Context. In NARST Annual Conference. presented at the 04/2019, Baltimore, MD: NARST.. (2019).
Characterizing students' ideas about the effects of a mutation in a noncoding region of DNA. CBE - Life Sciences Education, 18, ar18. doi:10.1187/cbe.18-09-0173. (2019).
Chinese pre-service biology teachers’ evolutionary knowledge, reasoning patterns, and acceptance levels. International Journal of Science Education, 41, 628–651. doi:10.1080/09500693.2019.1572936. (2019).
Comparison of analytic and holistic coding approaches and machine learning performances across a flux learning progression. In National Meeting for the Society for the Advancement of Biology Education Research (SABER). Minneapolis, MN.. (2019).
Deconstruction of Holistic Rubrics into Analytic Rubrics for Large-Scale Assessments of Students’ Reasoning of Complex Science Concepts. Practical Assessment, Research & Evaluation, 24(7). presented at the 09/2019. doi:10.7275/9h7f-mp76. (2019).
Development of a constructed response automated assessment question to elicit student thinking about epigenetics [Roundtable discussion]. In National Meeting for the Society for the Advancement of Biology Education Research (SABER). Minneapolis, MN.. (2019).
Development of constructed response items to elicit student thinking about ecology and use with automated assessment. In National Meeting for the Society for the Advancement of Biology Education Research (SABER). Minneapolis, MN. Retrieved from https://saberbio.wildapricot.org/resources/Documents/SAB%20ER%202019%20Round%20table%20abstracts.2.pdf. (2019).
Do you see what I-SEA? A Rasch analysis of the psychometric properties of the Inventory of Student Evolution Acceptance. Science Education, 103, 287–316. doi:10.1002/sce.21494. (2019).
Evolution assessment: Introduction to the special issue. Evolution: Education and Outreach, 12, 7. doi:10.1186/s12052-019-0098-x. (2019).
Exploring student thinking about genetics information flow in large enrollment undergraduate classes [Talk]. In PKAL-Ohio. Dayton, OH.. (2019).
In what ways is the development of conceptual understanding and situational abstraction in genetics and evolution linked? [Plenary talk]. In Future Directions in Genetics Education. Weizmann Institute of Science, Israel.. (2019).
Interdisciplinary insights from instructor interviews reconciling “structure and function” in biology, biochemistry, and chemistry through the context of enzyme binding. Disciplinary and Interdisciplinary Science Education Research, 1(1). presented at the 12/2019. doi:10.1186/s43031-019-0016-7. (2019).