The design and validation of an automatically-scored constructed-response item type for measuring graphical representation skill
Abstract/Contents
- Abstract
- Graphical representation--the construct that consists of shifting between graphical and non-graphical (e.g., textual, tabular) representations of a problem situation--has a prominent place in state and national standards, and is a skill required for information producers and consumers alike. But because of the cost of hand-scoring items that would require students to produce graphs, current measurement of this important skill is often limited to multiple-choice items that test only students' ability to consume graphs. Because of this misalignment, teachers and students may focus instruction and learning on graph consumption and neglect the important skill of graph production. This work aims to align measurement with educator expectations by introducing an automated scoring system for "graphical-response" items--items that present the student with a problem situation and ask them to sketch a graph that represents that situation. In this dissertation, an interpretive argument (Kane, 1992, 2006) justifying the use of automatically-scored graphical response items to measure graphical representation skill is articulated and then tested through an empirical study. This validation study supports the use of automatically-scored graphical-response items in low-stakes formative assessments, and suggests that with more comprehensive empirical evidence these items could be viable in higher-stakes assessments as well. The dissertation concludes by examining limitations of the study and by detailing potential formative and summative applications.
Description
| Type of resource | text |
|---|---|
| Form | electronic; electronic resource; remote |
| Extent | 1 online resource. |
| Publication date | 2010 |
| Issuance | monographic |
| Language | English |
Creators/Contributors
| Associated with | Lukoff, Brian | |
|---|---|---|
| Associated with | Stanford University, School of Education. | |
| Primary advisor | Haertel, Edward | |
| Thesis advisor | Haertel, Edward | |
| Thesis advisor | Blikstein, Paulo, 1972- | |
| Thesis advisor | Osborne, Jonathan | |
| Advisor | Blikstein, Paulo, 1972- | |
| Advisor | Osborne, Jonathan |
Subjects
| Genre | Theses |
|---|
Bibliographic information
| Statement of responsibility | Brian Lukoff. |
|---|---|
| Note | Submitted to the School of Education. |
| Thesis | Thesis (Ph.D.)--Stanford University, 2010. |
| Location | electronic resource |
Access conditions
- Copyright
- © 2010 by Brian Lukoff
- License
- This work is licensed under a Creative Commons Attribution Non Commercial 3.0 Unported license (CC BY-NC).
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