Tagged "CBA"

German translation of this site

↗ PINGUIN
↗ Replication Crisis in Machine Learning

Potential Identification in Elementary School

In the project “Potential Identification in Elementary School for Individual Support” (PINGUIN), we are developing a screening tool to objectively and reliably assess students’ cognitive potential and initial learning conditions at school entry. The computer-based assessment of the PINGUIN project consists of four modules: (1) cognitive potential, (2) language skills, (3) early literacy, and (4) basic mathematical competencies. For each module, tasks are selected adaptively from a comprehensive item bank. The study is conducted in small groups at school using tablets. PINGUIN is designed to help identify children’s potential at an early stage, to provide an objective and fair evaluation of their initial learning conditions, and provide individual support. Teachers can use the knowledge of each child’s individual strengths and weaknesses to tailor their teaching.

↗ PINGUIN
↗ Replikationskrise im Machine Learning

Potenzialidentifikation in der Grundschule zur individuellen Förderung

Im Projekt “Potenzialidentifikation IN der GrUndschule und zur INdividuellen Förderung”, kurz PINGUIN, entwickeln wir in einem großem Team eine Screening zur objektiven und zuverlässigen Erfassung des kognitiven Potenzials sowie der Lernausgangslage von Schülerinnen und Schülern in der Schuleingangsphase. Das computerbasierte Messinstrument des PINGUIN-Projekts besteht aus vier Modulen: (1) kognitives Potenzial, (2) sprachliche Leistungen, (3) schriftsprachliche und (4) mathematische Basiskompetenzen. Für jedes Modul werden die Aufgaben adaptiv aus einer umfangreichen Aufgabendatenbank gezogen. Die Untersuchung wird mittels Tablets in Kleingruppen in der Schule durchgeführt. PINGUIN soll dazu beitragen, die Potenziale der Kinder frühzeitig zu erkennen und eine faire, datenbasierte Förderung zu ermöglichen. Das Wissen über die individuellen Stärken und Schwächen der einzelnen Kinder kann von Lehrkräften für ihre Unterrichtsgestaltung herangezogen werden.

Technology-Based Assessment

In the last decades, the digitalization of educational content, the integration of computers in different educational settings and the opportunity to connect knowledge and people via the Internet has led to fundamental changes in the way we gather, process, and evaluate information. Also, more and more tablet PCs or notebooks are used in schools and—in comparison to traditional sources of information such as text books—the Internet seems to be more appealing, versatile, and accessible. Technology-based assessment has been concerned with questions of comparability of test scores across test media, transferring already existing measurement instruments to digital devices. Nowadays, researchers are more interested in enriching the assessment by using interactive tasks and video material or make the testing more efficient using digital behavior traces.

In 2009, I wrote a small chapter that was part of an EU conference book on the transition to computer-based assessment. Now and then I’m coming back to this piece of work - in my teaching and my publications (e.g., the EJPA paper on testing reasoning ability across different devices). Now I want to make it publically available. Hopefully, it will be interesting to some of you. The chapter is the (unaltered) preprint version of the book chapter, so if you want to cite it, please use the following citation:

Reference. Lenhard, W., Schroeders, U., & Lenhard, A. (2017). Equivalence of screen versus print reading comprehension depends on task complexity and proficiency. Discourse Processes, 54(5-6), 427–445. doi: https://doi.org/10.1080/0163853X.2017.1319653

Abstract. As reading and reading assessment become increasingly implemented on electronic devices, the question arises whether reading on screen is comparable with reading on paper. To examine potential differences, we studied reading processes on different proficiency and complexity levels. Specifically, we used data from the standardization sample of the German reading comprehension test ELFE II (n = 2,807), which assesses reading at word, sentence, and text level with separate speeded subtests. Children from grades 1 to 6 completed either a test version on paper or via computer under time constraints. In general, children in the screen condition worked faster but at the expense of accuracy. This difference was more pronounced for younger children and at the word level. Based on our results, we suggest that remedial education and interventions for younger children using computer-based approaches should likewise foster speed and accuracy in a balanced way.