RTD: Digging Deeper: Assessing Student Understanding using Rule-Based, Transaction-level Data

• In Event: Posters Thur2
  In Poster Session: RTD - Posters Thur2

Short Description

This research reviews two types of data available to assess student understanding: traditional, correct and incorrect assessment data, as well as transaction-level data. The study questions assumption that students with the same final answer understand the same underlying concepts. Results indicate that while the majority of students with the same final answer do understand the same underlying concepts, many do not. Possible explanations and suggestions for future research are discussed.

Authors

• John Chapman, Brigham Young University

• Randall Davies, BYU

• Rob Nyland, Brigham Young University

• Gove Allen, Brigham Young University