![]() Dording, Carole ![]() ![]() ![]() Scientific Conference (2020, November 12) In our project, we investigate the scientific validity of a specific self-built Adaptive Learning Tool in the field of dynamic geometry with a particular focus on the individual learning pathways of a ... [more ▼] In our project, we investigate the scientific validity of a specific self-built Adaptive Learning Tool in the field of dynamic geometry with a particular focus on the individual learning pathways of a highly diverse student population. 164 children of Luxembourg elementary schools, aged between 10 and 13 years, acted as test-group and explored elementary geometric concepts in a sequence of learning assignments, created with the dynamic mathematics system GeoGebra integrated into the computer-assisted testing framework TAO. They actively built new knowledge in an autonomous way and at their own pace with only minor support interventions of their teacher. Based on easily exploitable data, collected within a sequence of exploratory learning assignments, the GeoGebraTAO tool analyses the answers provided by the child and performs a diagnostic of the child’s competencies in geometry. With respect to this outcome, the tool manages to identify children struggling with geometry concepts and subsequently proposes a differentiated individual pathway through scaffolding and feedback practices. Short videoclips aim at helping the children to better understand any task in case of need and can be watched voluntarily. Furthermore, a spaced repetition feature is another highly useful component. Pre- and post-test results show that the test-group, working with GeoGebraTAO, and a parallel working control-group, following a traditional paper-and-pencil geometry course, increased their geometry skills and knowledge through the training program; the test-group performed even better in items related to dynamic geometry. In addition, a more precise analysis within clusters, based on similar performances in both pre- and post-tests and the child’s progress within GeoGebraTAO activities, provides evidence of some common ways of working with our dynamic geometry tool, leading to overall improvement at an individualized level. [less ▲] Detailed reference viewed: 113 (23 UL)![]() Sonnleitner, Philipp ![]() ![]() ![]() in Csapó, Beno; Funke, Joachim (Eds.) The Nature of Problem Solving. Using research to inspire 21st century learning (2017) At the time when complex problem solving was established as a key aspect of today’s educational curricula and a central competence of international assessment frameworks like PISA, it became evident that ... [more ▼] At the time when complex problem solving was established as a key aspect of today’s educational curricula and a central competence of international assessment frameworks like PISA, it became evident that the educational context places special demands on assessment instruments used for this purpose. In this chapter, we show how these challenges can successfully be addressed by reviewing recent advancements in the field of complex problem solving. We use the example of the Genetics Lab, a newly developed and psychometrically sound microworld which emphasizes usability and acceptance amongst students, to discuss challenges and opportunities of assessing complex problem solving in the classroom. [less ▲] Detailed reference viewed: 349 (54 UL)![]() Dording, Carole ![]() ![]() Scientific Conference (2016, July 26) In this PhD project, about 250 Luxembourgish children of 10-12 years explore elementary geometric concepts in a sequence of learning activities, created with the dynamic mathematics system GeoGebra ... [more ▼] In this PhD project, about 250 Luxembourgish children of 10-12 years explore elementary geometric concepts in a sequence of learning activities, created with the dynamic mathematics system GeoGebra integrated into the computer-assisted testing framework TAO. The children, who are active in their learning process, are allowed to build new knowledge in an autonomous way and at their own pace. By means of a snapshot of the stimulus containing useful, easily exploitable data, the computer, a diagnostic tool of the competencies of the children in geometry, interprets the answer offered by the child, and based on this answer, gives relaunch instruction to go off to further explore the concepts. So children with special needs are identified and a differentiation individual pathway is inferred through scaffolding or feedback practices. Comparing the obtained results of a pretest and a posttest will allow us to assess the gained knowledge of the children. [less ▲] Detailed reference viewed: 46 (5 UL)![]() Dording, Carole ![]() ![]() Scientific Conference (2016, March 08) Detailed reference viewed: 45 (3 UL)![]() Dording, Carole ![]() ![]() Poster (2015, November 24) In this PhD project, about 250 luxembourgish children of 10-12 years explore elementary geometric concepts in a sequence of learning activities, created with the dynamic mathematics system GeoGebra ... [more ▼] In this PhD project, about 250 luxembourgish children of 10-12 years explore elementary geometric concepts in a sequence of learning activities, created with the dynamic mathematics system GeoGebra integrated into the computer-assisted testing framework TAO. The children, who are active in their learning process, are allowed to build new knowledge in an autonomous way and at their own pace. By means of a snapshot of the stimulus containing useful, easily exploitable data, the computer, a diagnostic tool of the competencies of the children in geometry, interprets the answer offered by the child, and based on this answer, gives relaunch instructions to go off to further explore the concepts. So children with special needs are identified and a differentiation individual pathway is inferred through scaffolding or feedback practices. Comparing the obtained results of a pretest and a posttest will allow us to assess the gained knowledge of the children. [less ▲] Detailed reference viewed: 48 (2 UL)![]() ; ; et al in International Journal of Information Science and Intelligent System (2013), 2(4), 71-88 This paper presents the conception and operation of “the Genetics Lab,” a research platform designed for general intelligence measurement. This tool has been developed and refined to measure cognitive ... [more ▼] This paper presents the conception and operation of “the Genetics Lab,” a research platform designed for general intelligence measurement. This tool has been developed and refined to measure cognitive skills of students in Luxembourg, Thanks to its generic and clear architecture, “the Genetics Lab” makes a major contribution by addressing technical weaknesses and flaws met with tools previously used to assess intelligence. This new platform can be used as groundwork for other evaluation solutions. In this paper, we explore in depth the main fields of e-assessment such as instructions, localized and multilingual content production and display, traces, and scoring. We also describe how the platform was put into action to create complex simulations and to make data collection resulting from the user’s test a flawless process. This paper is a continuation and extension of earlier work. [less ▲] Detailed reference viewed: 166 (11 UL)![]() Weinerth, Katja ![]() ![]() in Actes du 24e colloque international de l'ADMEE-Europe (2012) En parallèle à l’évolution récente de l’enseignement des sciences (vers des modes d’enseignement basée sur la découverte guidée ou autonome), on observe une course aux nouvelles méthodes d’évaluation des ... [more ▼] En parallèle à l’évolution récente de l’enseignement des sciences (vers des modes d’enseignement basée sur la découverte guidée ou autonome), on observe une course aux nouvelles méthodes d’évaluation des compétences scientifiques. Nous proposons ici un cadre conceptuel que nous avons développé et que nous utilisons actuellement pour guider le développement d’un environnement informatique d’apprentissage et d’évaluation intégré, qui pourra être utilisé (1) pour offrir aux apprenants une large panoplie de situations d’apprentissage relativement authentiques, implémentant l’ensemble des activités de l’investigation scientifique et (2) pour évaluer leurs connaissances du processus d’investigation scientifique, pour évaluer leurs compétences « en action » et pour évaluer comment ils appliquent leurs connaissances d’un domaine scientifique donné. Ce cadre conceptuel sera illustré à l’aide de prototypes d’items d’évaluation développés pour des ordinateurs mobiles à écran tactile. [less ▲] Detailed reference viewed: 135 (12 UL)![]() Sonnleitner, Philipp ![]() ![]() Report (2012) Detailed reference viewed: 238 (4 UL)![]() Sonnleitner, Philipp ![]() ![]() Software (2012) Detailed reference viewed: 114 (3 UL)![]() ![]() Sonnleitner, Philipp ![]() ![]() Scientific Conference (2012) Computer-based problem solving scenarios—so-called microworlds—have often been suggested as promising alternative assessment instruments of intelligence. Potential benefits compared to traditional paper ... [more ▼] Computer-based problem solving scenarios—so-called microworlds—have often been suggested as promising alternative assessment instruments of intelligence. Potential benefits compared to traditional paper-pencil tests involve tracking of students’ mental representations of the problems as well as their problem solving strategies by means of behavioral data. Though, it is still topic of ongoing debate whether the skills assessed by such microworlds are distinct from or identical to the construct of intelligence as measured by conventional reasoning tests. To address this issue, we thoroughly investigated construct and incremental validity of a recently developed microworld, the Genetics Lab (Sonnleitner et. al, 2011). We obtained data from a multilingual and representative Luxembourgish student sample (N = 563) who completed the Genetics Lab and 3 reasoning scales of an established intelligence test battery. Results of a Confirmatory Factor Analysis suggest that the construct assessed by the Genetics Lab is largely identical to the construct of intelligence as measured by traditional reasoning scales. Incremental validity was found with respect to the performance in a national assessment of students’ competencies and performance in the PISA study of 2009. Thus, the notion of microworlds to be a valuable measure of intelligence is supported. [less ▲] Detailed reference viewed: 97 (1 UL)![]() Sonnleitner, Philipp ![]() ![]() in Psychological Test and Assessment Modeling (2012), 54 Computer-based problem solving scenarios or “microworlds” are contemporary assessment instruments frequently used to assess students’ complex problem solving behavior – a key aspect of today’s educational ... [more ▼] Computer-based problem solving scenarios or “microworlds” are contemporary assessment instruments frequently used to assess students’ complex problem solving behavior – a key aspect of today’s educational curricula and assessment frameworks. Surprisingly, almost nothing is known about their (1) acceptance or (2) psychometric characteristics in student populations. This article introduces the Genetics Lab (GL), a newly developed microworld, and addresses this lack of empirical data in two studies. Findings from Study 1, with a sample of 61 ninth graders, show that acceptance of the GL was high and that the internal consistencies of the scores obtained were satisfactory. In addition, meaningful intercorrelations between the scores supported the instrument’s construct validity. Study 2 drew on data from 79 ninth graders in differing school types. Large to medium correlations with figural and numerical reasoning scores provided evidence for the instrument’s construct validity. In terms of external validity, substantial correlations were found between academic performance and scores on the GL, most of which were higher than those observed between academic performance and the reasoning scales administered. In sum, this research closes an important empirical gap by (1) proving acceptance of the GL and (2) demonstrating satisfactory psychometric properties of its scores in student populations. [less ▲] Detailed reference viewed: 534 (38 UL)![]() ![]() Sonnleitner, Philipp ![]() ![]() Scientific Conference (2011) Computer-based problem solving scenarios—so-called microworlds—are contemporary educational assessment instruments of intelligence that offer several benefits compared to traditional paper-pencil tests ... [more ▼] Computer-based problem solving scenarios—so-called microworlds—are contemporary educational assessment instruments of intelligence that offer several benefits compared to traditional paper-pencil tests. This involves tracking of students’ mental representations of the problems as well as their problem solving strategies by means of behavioral data which provides key information for educational interventions. Moreover, microworlds realize game-like characteristics that may increase test motivation and reduce test anxiety. In the present study, the Genetics Lab, a newly developed microworld, was completed by a representative sample of more than 800 Luxembourgish students. Students chose among three different languages (German, French and English) in which the problem content of the Genetics Lab was presented. The present paper analyzes the psychometric properties of the various performance scores derived for the Genetics Lab with respect to their relations to school grades, and measurement invariance across gender, chosen test language, and migration background. Moreover, a direct comparison with traditional measures of intelligence demonstrated construct validity of the performance scores of the Genetics Lab. In sum, the results obtained for the Genetics Lab show the benefits of behavioral data obtained for computer-based problem-solving scenarios and support the notion of microworlds to be a valuable measure of intelligence. [less ▲] Detailed reference viewed: 196 (0 UL)![]() ![]() ; ; et al Scientific Conference (2011) Detailed reference viewed: 122 (0 UL)![]() ![]() Sonnleitner, Philipp ![]() ![]() Scientific Conference (2011) Assessments of intelligence by means of paper-pencil tests faced several critiques that point to their lack of face validity, insufficient coverage of the definition of intelligence, their sensitivity to ... [more ▼] Assessments of intelligence by means of paper-pencil tests faced several critiques that point to their lack of face validity, insufficient coverage of the definition of intelligence, their sensitivity to the emotional state of the test taker, and the danger of getting outdated. The present paper discusses to what extent these limitations can be overcome by computer-based problem solving scenarios–so-called microworlds. Generally speaking, microworlds are supposed to be highly accepted by test takers, to provide process measures by directly tracing problem solving behavior, and to realize game-like characteristics that may increase test motivation and reduce test anxiety. To capitalize on these potential advantages, we developed the microworld Genetics Lab that was completed by a large, heterogeneous sample of more than 600 Luxembourgish students. Performance scores were derived for students’ problem solving strategies as well as their mental problem representations–important cognitive data which are not accessible with typical paper-pencil tests. Analyses of the psychometric characteristics of the Genetics Lab empirically underscored the construct validity for the derived performance scores. For example, process oriented measures of strategy use were found to possess discriminant validity with respect to grades. Further, acceptance and induced test anxiety of the Genetics lab was explored relative to a paper-pencil measure of intelligence. Our results show that the Genetics Lab is a reliable and valid assessment instrument and emphasize the benefits of using microworlds for assessing intelligence. [less ▲] Detailed reference viewed: 158 (1 UL)![]() Martin, Romain ![]() ![]() in Blais, Jean-Guy (Ed.) Évaluation des apprentissages et technologies de l’information et de la communication: Enjeux, applications et modèles de mesure (2009) Detailed reference viewed: 131 (5 UL)![]() ![]() Boll, Thomas ![]() ![]() ![]() in International Journal of Psychology (2008), 43 Detailed reference viewed: 175 (38 UL)![]() ![]() Martin, Romain ![]() ![]() ![]() in XXIX International Congress of Psychology (2008) Detailed reference viewed: 86 (4 UL)![]() ![]() ; Martin, Romain ![]() in International Journal of Psychology (2008), 43 Detailed reference viewed: 93 (0 UL)![]() ; Busana, Gilbert ![]() ![]() in Proceedings of World Conference on Educational Multimedia, Hypermedia and Telecommunications 2008 (2008), 2008(1), 5065-5070 Educational multimedia focuses traditionally on the design of computer aided learning environments. Evaluation has to be viewed as an essential part of the learning environment. Beyond opportunities ... [more ▼] Educational multimedia focuses traditionally on the design of computer aided learning environments. Evaluation has to be viewed as an essential part of the learning environment. Beyond opportunities provided by its computerization (behaviours tracking, richer interactions, etc.), Computer Based Assessment provides teachers a measurement instrument where their students are put together with larger groups of students on the same assessment scale, using a unique competency model. It provides feedback to teachers that enable them to early detect shortcomings of their courses, pedagogical approach. ICT provides in this case a flexible way for the results collection, feedback reporting raising strengths and weaknesses, assurance of anonymity, data privacy. Moreover, it would give decision makers of the educational system information on the educational system steering efficiency. This paper describes ongoing assessment based on the TAO platform (http://www.tao.lu) with feedback to teachers done in Luxembourg. [less ▲] Detailed reference viewed: 102 (0 UL)![]() Martin, Romain ![]() Scientific Conference (2008) Detailed reference viewed: 55 (2 UL) |
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