Students' Perceptions of Collaborator Expertise in Science Inquiry Tasks Using Simulated Conversations

• In Event: 41.083 - Roundtable Session 15
  In Roundtable Session: 41.083-18 - Using Assessments to Understand Cognition

Abstract

This study examined whether two important aspects of conversational discourse (who asks what?) influence students’ interactions with an assessment of science inquiry skills that included simulated conversations with virtual characters (a peer and a scientist). We focused on the effects of the virtual peer’s topic knowledge and question format on students’ character perceptions and task performance. Seventh grade students (N=145) completed the assessment in one of four versions, crossing peer knowledge (high vs. low) with question format (compare alternatives vs. agree/disagree with the peer). Results indicate that students’ perceptions of the virtual peer’s knowledge was affected by their own performance and learning from the task; higher performers rated the peer as less knowledgeable. Implications for assessment design will be discussed.

Authors

• Jesse R. Sparks, Educational Testing Service

• Jessica J Andrews, Educational Testing Service

• Diego Zapata-Rivera, Educational Testing Service

• Blair Lehman, Educational Testing Service

• Kofi James, Educational Testing Service