Revisiting a Three-Stage Learning Progression Model Through a Technology-Based Formative Assessment System (Poster 5)

• In Event: Instructional Technology SIG Poster Session 1

Abstract

In a previous study, we proposed a three-stage learning progression model that drew on theories of mental models and expertise development to test stages through which students develop an expert-like understanding of a problem situation. Even though the initial work showed promising results, the student data were manually processed and thus required further validation with computerized data analytics. This study revalidated the learning progression model, using data generated by a technology-based formative feedback system. We used textual explanations about a complex problem scenario written by 136 students and 6 experts. Descriptive statistics and Exploratory Factor Analysis (EFA) results demonstrated the existence of latent knowledge attributes. We are now in further investigation, and full results will be presented at the convention.

Authors

• Min Kyu Kim, Georgia State University

• Nam Ju Kim, University of Miami

• Ali Heidari, Georgia State University

• Maria Kolovou, University of Miami