Demonstration Tasks for Assessment

Lowe, Richard; Boucheix, Jean‐Michel; Fillisch, Benjamin

doi:10.1007/978-3-319-56204-9_8

Cited by 9 publications

(9 citation statements)

References 32 publications

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“…Enactive responses may consist of demonstrations ('show how'; cf. Lowe, Boucheix, & Fillisch, 2017) or performances ('do'; e.g., Miller, 1990). For instance, after having watched an animation of a piano mechanism, Lowe and Boucheix (2011) asked the learners to demonstrate the mechanism through use of a physical model; they did not ask the learners to play the piano.…”

Section: Assessment Formatsmentioning

confidence: 99%

A review of learning demands in instructional animations: The educational effectiveness of animations unfolds if the features of change need to be learned

Ploetzner

Berney

Bétrancourt

2020

Computer Assisted Learning

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In a systematic review, 194 studies on learning from animation were analysed. The analysis covers the learning domains, the representational characteristics of the animations, the assessed perceptual and cognitive achievements, and the assessment formats. Research on learning from animation focuses on assessing conceptual at the neglect of kinematic mental models. This is in contrast to an important rationale for making use of animations: that it needs to be learned what animations can specifically display, namely, how change in space and time occurs. This might explain why meta-analyses which compared the effectiveness of animations and static pictures found merely small overall effect sizes in favour of animations. To confirm this hypothesis, one meta-analysis was re-analysed with a new moderator. It encodes whether the features of the displayed changes were relevant to learning. Learning from animations was significantly more successful than learning from static pictures, if the features of the displayed changes had to be learned.

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Section: Assessment Formatsmentioning

confidence: 99%

A review of learning demands in instructional animations: The educational effectiveness of animations unfolds if the features of change need to be learned

Ploetzner

Berney

Bétrancourt

2020

Computer Assisted Learning

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“…A consequence for assessment is that a single test gives a limited view of how a person conceptualizes a concept. Hence, I support recommendations that assessment tasks should be aligned with the way topics are taught (Lowe et al, 2017) and have broader scope than narrow conceptual understandings like communication and digital literacies (Nielsen et al, 2020).…”

Section: Alternative Conceptions In a New Light?mentioning

confidence: 56%

“…Due to such differences, some aspects of a topic may be easily represented in one mode but troublesome in the other. For instance, a depictive representation has the potential to convey simultaneous events directly while the linear format of the descriptive representation constrains that possibility (Lowe, Boucheix, & Fillisch, 2017). Many representations used in science education have elements from both ends of this scale.…”

Section: Spoken and Written Language Mathematical Graphs/tables Maps/mentioning

confidence: 99%

“…In science education visual representations are being increasingly used to communicate ideas (Lowe et al, 2017;Phillips et al, 2010). However, studies report that traditional science education does not help students to develop the graphing competences used by professional scientists (Roth & Bowen, 1999) If we are to educate learners who are capable of reading and processing visual scientific information, visual literacy must be treated as a vital component of effective learning and teaching of science.…”

Section: Reasoning With Representationsmentioning

confidence: 99%

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Making science come alive : Student-generated stop-motion animations in science education

Orraryd

2021

Studies in Science and Technology Education

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The availability of digital technology in classrooms does not only increase the possibility for teachers to present content in new visual and dynamic ways. This technology also offers students the opportunity to become cocreators of content in science classrooms. The dissertation explores, mainly through qualitative methods, the potential of student generated stop-motion animations in science education research and practice. This exploration is motivated by the challenges learners experience when they are introduced to abstract dynamic science concepts spanning several organisational levels in space and time. In addition, it emphasises the importance of multiple representations for communicating and reasoning about such concepts. This novel approach is used, in combination with a conceptual characterisation of students' written explanations, to expand the knowledge about students' conceptions of evolution by natural selection. The potential of a stop-motion approach to stimulate meaning making of evolution biology and redox-chemistry classrooms is also explored. The thesis consists of four studies and a comprehensive summary with an extended analysis and discussion of the results.

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“…The most common way to test conceptual understanding is through written tests, often using certain test packages (Anderson, Fisher, & Norman, 2002;Nehm, Beggrow, Opfer, & Ha, 2012). However, textbooks are being increasingly complemented with, or even replaced by, various multimedia materials (Lowe, Boucheix, & Fillisch, 2017), and scientists are increasingly using multiple modes to develop and communicate theories (Ainsworth, Prain, & Tytler, 2011;. This has profound implications for assessments of students' knowledge, because the form of tests in uences the knowledge they present (Nehm & Ha, 2011).…”

Section: Introductionmentioning

confidence: 99%

What Can Student-Generated Animations Tell Us About Students’ Conceptions of Evolution?

Orraryd

Tibell

2021

Preprint

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Background A large body of research investigate student´s conceptions and emphasizes that students have alternative conceptions about causes of evolutionary changes. The conventional way to monitor students’ conceptions are through inventories where researchers analyze their written answers. However, textbooks are being increasingly complemented with, or even replaced by, various multimedia materials and multiple modes are used to communicate evolutionary processes. This has profound implications for students’ learning, and the test format may influence which knowledge they present. The goal of this exploratory study is therefore to expand the understanding of students’ conceptions of evolution through natural selection by applying student-generated stop-motion animations to disclose students’ conceptions. Forty-seven Swedish upper secondary school students generated eighteen animations concerning evolution through natural selection. We analysed the animations qualitatively using content analysis recording key concepts, alternative conceptions and connections in organizational levels and time. This analysis was related to the analysis of the students written explanations of a case of evolutionary change. Results Our study highlights some of the benefits and limitations of using these two assessment forms. Concerning alternative concepts, a clear difference between the results of the two methods of assessment was observed. In particular, the alternative conception essentialism was show to a lesser extent in the student’s animations than in their written responses, while natural selection as an event became more prevalent. ConclusionsThese findings support the view that students’ expression of different misconceptions is influenced by the context and representational form. The work also reveals that generating stop-motion animations to explain scientific concepts is an engaging approach that stimulates students to explore their understanding in a creative and personal manner, which potentially is positive for engagement and learning. The potential for complementing standard paper and pen tests with tasks that encompass stop-motion animations is discussed further.

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Demonstration Tasks for Assessment

Cited by 9 publications

References 32 publications

A review of learning demands in instructional animations: The educational effectiveness of animations unfolds if the features of change need to be learned

A review of learning demands in instructional animations: The educational effectiveness of animations unfolds if the features of change need to be learned

Making science come alive : Student-generated stop-motion animations in science education

What Can Student-Generated Animations Tell Us About Students’ Conceptions of Evolution?

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