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SUMMARY:Modernizing formative\, research-based assessments to support pers
 onalized instruction
DTSTART:20260915T203000Z
DTEND:20260915T223000Z
DTSTAMP:20260908T210200Z
UID:indico-event-336@eventreg.ads.ttu.edu
DESCRIPTION:Speakers: Jayson Nissen (Montana State University)\n\nStudents
  enter introductory physics courses with a wide range skills\, knowledge\,
  and attitudes. Existing research-based assessments tell us whether studen
 ts learned over a course. Researchers have used these instruments to show 
 the improved learning that student-centered\, collaborative instruction pr
 ovides over lecture-based instruction. The next generation of instruments 
 must do more. They must help us understand individual students’ knowledg
 e and attitudes\, how these develop within a course\, and which instructio
 nal approaches work for whom and when. In this talk\, I will motivate the 
 need for these instruments by presenting investigations of inequities in s
 tudents’ knowledge and attitudes. These studies used Bayesian multilevel
  models to investigate student outcomes across the intersections of race\,
  ethnicity\, and/or gender. The talk will then describe our ongoing develo
 pment of a suite of cognitive diagnostic computer adaptive tests for physi
 cs and calculus. These assessments provide timely and actionable informati
 on by providing both an overall score and identifying which learning objec
 tives students have and have not mastered. Researchers and educators choos
 e which learning objectives to measure and when to measure them. Computer 
 adaptive testing means that the instruments select questions that provide 
 the maximum information to produce precise measures of students’ knowled
 ge or attitudes with as few questions as possible.\n\nhttps://eventreg.ads
 .ttu.edu/event/336/
LOCATION:234 (Science)
URL:https://eventreg.ads.ttu.edu/event/336/
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