Improving Science Assessments by Situating Them in a Virtual Environment

Autor/inn/en	Ketelhut, Diane Jass; Nelson, Brian; Schifter, Catherine; Kim, Younsu
Titel	Improving Science Assessments by Situating Them in a Virtual Environment
Quelle	In: Education Sciences, 3 (2013) 2, S.172-192 (21 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2227-7102
Schlagwörter	Virtual Classrooms; Science Tests; Academic Standards; Middle School Students; Problem Based Learning; Problem Solving; Integrated Activities; Usability; Learning Motivation; Teacher Attitudes; Student Attitudes; Visual Aids; Evidence; Student Evaluation; Test Construction; Test Content; High Stakes Tests; Computer Simulation; Learner Engagement; Content Analysis; Knowledge Level; Scientific Literacy; Educational Improvement; Achievement Tests; Mathematics Achievement; Mathematics Tests; International Assessment; Foreign Countries; Science Achievement; Elementary Secondary Education; Qualitative Research; United States; Trends in International Mathematics and Science Study + Suchen Sie Ihr Suchwort? Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; Problem-based learning; Problemorientiertes Lernen; Problemlösen; Integrierender Unterricht; Motivation for studies; Lernmotivation; Lehrerverhalten; Schülerverhalten; Anschauungsmaterial; Evidenz; Schulnote; Studentische Bewertung; Testaufbau; Testaufgabe; Computergrafik; Computersimulation; Inhaltsanalyse; Wissensbasis; Teaching improvement; Unterrichtsentwicklung; Achievement test; Achievement; Testing; Test; Tests; Leistungsbeurteilung; Leistungsüberprüfung; Leistung; Testdurchführung; Testen; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Ausland; Qualitative Forschung; USA
Abstract	Current science assessments typically present a series of isolated fact-based questions, poorly representing the complexity of how real-world science is constructed. The National Research Council asserts that this needs to change to reflect a more authentic model of science practice. We strongly concur and suggest that good science assessments need to consist of several key factors: integration of science content with scientific inquiry, contextualization of questions, efficiency of grading and statistical validity and reliability.Through our Situated Assessment using Virtual Environments for Science Content and inquiry (SAVE Science) research project, we have developed an immersive virtual environment to assess middle school children's understanding of science content and processes that they have been taught through typical classroom instruction. In the virtual environment, participants complete a problem-based assessment by exploring a game world, interacting with computer-based characters and objects, collecting and analyzing possible clues to the assessment problem. Students can solve the problems situated in the virtual environment in multiple ways; many of these are equally correct while others uncover misconceptions regarding inference-making. In this paper, we discuss stage one in the design and assessment of our project, focusing on our design strategies for integrating content and inquiry assessment and on early implementation results. We conclude that immersive virtual environments do offer the potential for creating effective science assessments based on our framework and that we need to consider engagement as part of the framework. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01