Division C - Learning and Instruction / Division C - Section 3b: Technology-Based Environments

Sadhana Puntambekar, University of Wisconsin - Madison

Indrani Dey, University of Wisconsin - Madison

How Automated Feedback Supported Students' Written Science Explanations (Poster 1) - Indrani Dey, University of Wisconsin - Madison; Dana Gnesdilow, University of Wisconsin - Madison; Sadhana Puntambekar, University of Wisconsin - Madison; Rebecca J. Passonneau, Pennsylvania State University

Designing Adaptive Dialogues in Inquiry Learning Environments to Promote Science Explanations (Poster 2) - Libby F. Gerard, University of California - Berkeley; Allison Bradford, University of California - Berkeley; Kenneth Steimel, Educational Testing Service; Brian Riordan, Cisco

Validity Issues of Teachers' Interpretation and Use of Automatic Scores (Poster 3) - Xiaoming Zhai, University of Georgia; Xinyu He, University of Georgia; Holly Kennedy Amerman, University of Georgia; Sahrish Panjwani, University of Georgia

Automated Feedback on Science Writing: From Design Intention to Enactment and Reflection (Poster 4) - ChanMin Kim, Pennsylvania State University; Indrani Dey, University of Wisconsin - Madison; Dana Gnesdilow, University of Wisconsin - Madison; Eunseo Lee, Pennsylvania State University; Sadhana Puntambekar, University of Wisconsin - Madison; Rebecca J. Passonneau, Pennsylvania State University

Evaluation of Automated Scoring Methods for Students' Claim, Evidence, and Reasoning Responses in Science (Poster 5) - Haiying Li, University of Pennsylvania; Amy Elise Adair, Rutgers University; Grace Li; Rachel F. Dickler, Denver Zoo; Janice D Gobert, Rutgers University

A Teacher's Perspective: Using Automated Feedback in Science Classrooms (Poster 6) - Jessica North, Waunakee Community School District

Marcia Linn, University of California - Berkeley