Repositioning Formative Assessment from an Educational Assessment Perspective: A Response to Dunn & Mulvenon (2009)

Within the recognized tensions between statewide testing and the process of teaching and learning, formative assessment’s potential for improving student learning and for shedding light “inside the black box,” has received increased attention from scholars in different countries. In their critical review, Dunn & Mulvenon (2009) pointed out the lack of agreed-upon definitions and limited empirical evidence concerning formative assessment. We contend that from the educational assessment field, there is a clear overlap among definitions of the concept and that the conceptual confusion may be coming from outside the field. We also argue that Dunn & Mulvenon’s claim of limited empirical evidence is basically inaccurate and based on misinterpretations of Black & Wiliam’s (1998) article and of social science research more broadly. Consequently, we start by distinguishing key concepts related to formative assessment. Second, we describe the paradigm of the educational assessment field, and summarize the different definitions they propose. Finally, the article addresses the issue of “limited” empirical evidence concerning formative assessment. Accessed 8,040 times on https://pareonline.net from December 10, 2012 to December 31, 2019. For downloads from January 1, 2020 forward, please click on the PlumX Metrics link to the right

The structure of conflict styles in adolescents. Psychometric properties of the Adapted Rahim Organizational Conflict Style Inventory-II (ROCI-II)

This study examines the latent structure of the Rahim Organizational Conflict Inventory - II (ROCI-II) in several samples of secondary school students. Findings from earlier studies conducted in adult populations suggested that the instrument has a four- or five-factor structure; however, the exploratory factor analysis (EFA) in this study yielded a three-factor (integrating, dominating, avoiding) solution, with most of the items associated with a fourth factor (Obliging) failing to load as predicted. A confirmatory factor analysis (CFA) replicated the three-factor solution satisfactorily. A multiple-group CFA indicated that the ROCI-II showed invariant measurement properties in male and female students and corroborated the concurrent validity of the three-factor solution. The integrating factor was related positively to a measure of perspective taking but negatively to a measure of reluctance to participate. The avoiding factor was associated with a measure of reluctance to participate. We discuss the implications of the results for understanding the latent structure of the ROCI-II in adolescents. (DIPF/Orig.

Spiel Design, Spieler Wahrnehmungen und Lernen

"Engagement scheint der Schlüsselmechanismus zu sein, der den Erfolg von Computerspielen erklärt. Für effektive zukünftige Entwicklung von Lernspielen ist fundiertes Wissen über die Merkmale dieses Engagements unerlässlich. Dies schließt Erkenntnise darüber ein, welche Dimensionen des Engagements bei der Konzeption von Lernpiele zu berücksichtigen sind und wie sich diese Dimensionen auf den Wissenserwerb auswirken. Außerdem ist es für einen erfolgreichen Umgang mit solche Technologien zentral zu berücksichtigen, wie die Spielaktivität wahrgenommen wird und in welchem Umfang diese Wahrnehmung einen Effekt auf die Qualität des “gameplay”, bzw. des Engagements haben könnte. Als eine entscheidende Variabel wird in der vorliegenden Arbeit die kognitive Dimension des Engagement mit einem Lernspiel analysiert und diskutiert. Zu diesem Zweck wurden Studierende eingeladen, ein Lernpiel zu spielen. Durch eine bestimmte Instruktion (d.h., “Spielen um zu lernen” vs. “Spielen um Spaß zu haben”) wird versucht, das Engagement der Studierenden zu vertiefen und ihren Wissenserwerb zu optimieren. Dabei kommen unterschiedliche Testinstrumentarien zum Einsatz (Leistungstest, Interview, Fragebögen und Blickbewegungen). Als ein Ergebnis der Studie kann festgehalten werden, dass 1) die Korrelationen zwischen den Dimensionen des Engagement (Kognition, Emotion, und Verhalten) positiv und signifikant sind, 2) die Rolle kognitiven Engagements auf den Wissenserwerb nicht deutlich festgestellt werden konnte, 3) kognitives Engagement mit Wahrnehmungen über Spiele positive korreliert, und 4) die Spiel-Instruktion (entweder zu lernen oder Spaß zu haben) keine Wirkung auf den Wissenserwerb hatte. Die Ergebnisse bedeuten, dass bei der Entwicklung eines Lernspiel weniger berücksichtigt werden sollte, ob das Spiel eine “intrinsische Fantasie” darstellt, sondern mehr inwieweit das Spiel die Umsetzung von "game design patterns" darstellt. Letztendlich bedeuten die Ergebnisse auch, dass die Wahrnehmungen von Menschen berücksichtigt werden sollten."Educational games’ effectiveness relies on games’ engagement power. However, this concept has seldom been examined. To fill this gap, this dissertation explored engagement by using multiple sources of data such as interviews, questionnaires and eye movements. In particular, this dissertation examined the effect of manipulating individuals’ perception of the demand characteristics (PDC) of playing an educational computer game (i.e., to learn versus for fun) on individuals’ content knowledge, cognitive engagement (CE) (i.e., mental effort and information processing strategies) and behavioral engagement (i.e., eye tracking data), while exploring the influence of self-efficacy and the perceived general mental effort (General AIME) on individuals’ actual CE. Data analysis consisted of student’s T (one tailed), bootstrap confidence interval, winsorized correlations and Pearson correlation coefficient comparisons. Results showed that participants increased their recall of content knowledge, but contrary to the expectations, no effect of the PDC manipulation on individuals recall test and CE was found. As expected, a positive effect of PDC on behavioral engagement was established. Likewise, a positive correlation of recall with behavioral engagement and one measure of CE was found. A positive correlation showed CE and emotional engagement. Finally, the CE employed was influenced by individuals’ initial General AIME. For the general lack of effect of PDC on CE, it is suggested that some CE measures might have not been sensitive to the PDC manipulation. Competition for participants’ cognitive resources coming from both the game (i.e., cognitive overload) and the participants (i.e., volitional judgments), and a relinquishment to cognitively engage with physics content may have hindered the PDC manipulation. The lack of relationship between CE measures and recall may be due to the inappropriate cognitive processing employed. In this sense, it was suggested that 1) CE measures tapped different processes and learning outcomes, 2) participants may have not allocated the adequate strategies, and 3) CE may have affected “inferential activity” instead of the information processing strategies. Finally, the positive relationship between CE and emotional engagement suggested either an integrated (i.e., not disrupted) subjective experience - as expected - or the presence of competing goals as suggested by the games for entertainment literature. Implications for theory building, game design and research were provided

Implicit learning in intensive videogame players

This study aimed to relate the available evidence on implicit learning and the potential role of videogames as a vehicle for such learning. Specifically, it was intended to inquire whether having an intense and long experience with videogames would grant some advantage over the absence of such experience, in situations where appropriate conditions for implicit learning were presented. Hence, the study compared the performance of intensive players (n=18), moderate players (n=15) and non-players (n=15), on two specially designed implicit learning tasks: The Serial Reaction Time (SRT) task, and the Directional Response Induction (DRI) task. Even though the results from both tasks are not robust, they showed that intensive, as well as moderate players, were favored for capturing the implicit (subliminal) regularities present in these tasks. These results are discussed in terms of recent developments in the implicit learning literature, as well as in terms of videogames potential to become learning tools.El presente estudio buscó relacionar la evidencia acumulada sobre aprendizaje implícito y el potencial impacto de los videojuegos como vehiculo de tal aprendizaje. Específicamente, se buscó averiguar si la experiencia intensa y prolongada con videojuegos generaba ventajas por sobre la ausencia de tal experiencia, en situaciones donde existían las condiciones para aprender de manera implícita. El estudio comparó el desempeño de jugadores intensivos (n=18), jugadores moderados (n=15), y no-jugadores (n=15), en dos tareas experimentales especialmente diseñadas para posibilitar el aprendizaje implícito: Una tarea de Tiempo de Reacción Serial (TRS); y una tarea de Inducción de Respuestas Direccionales (IRD). Los resultados con ambas tareas, aunque poco robustos, muestran que los jugadores intensivos, y también los moderados, presentan facilitación para captar las regularidades implícitas, o subliminalmente presentes, en estas tareas. Estos resultados se discuten en relación a la literatura sobre aprendizaje implícito y al potencial de los videojuegos como vehiculo de aprendizaje.O estudo em questão procurou relacionar a evidência acumulada sobre o aprendizado implícito e o potencial impacto que o videogame pode produzir como veículo de tal aprendizado. De forma mais específica, procurou-se averiguar se a experiência intensa e prolongada com videogames gerava vantagens sobre a ausência da mesma, em situações nas quais existiam as condições para aprender de forma implícita. O estudo comparou o desempenho de jogadores intensivos (n=18), jogadores moderados (n=15), e não-jogadores (n=15), em dois exercícios experimentais especialmente desenhados para possibilitar o aprendizado implícito: uma tarefa de Tempo de Reação Serial (TRS) e uma tarefa de Indução de Respostas Direcionadas (IRD). Os resultados de ambos exercícios, embora pouco robustos, mostram que os jogadores intensivos, assim como os moderados, apresentam facilidades para captar as regularidades implícitas, ou presentes de forma subliminar, nestes exercícios. Estes resultados são discutidos em relação à literatura disponível sobre o aprendizado implícito e o potencial do videogame como veículo de aprendizado

How school influences adolescents\u27 conflict styles

The willingness to solve conflicts without violence and to strive for a reconciliation of interests is of central significance for the continued existence of democracies. In this paper, we aim to analyse school related determinants of adolescents\u27 conflict behaviour. Models predicting the conflict styles of \u27integrating\u27, \u27dominating\u27, \u27avoiding\u27 and \u27obliging\u27 were developed drawing on different school climate and school development variables. At the individual level, almost all our hypotheses were confirmed. The highest correlations were found between an open classroom climate and the participation in a class council on the one hand, and an integrating conflict style on the other. On the class level however, most of the anticipated effects did not turn out to be significant. We hope that by providing information about different school climate and school development variables\u27 impacts on adolescents\u27 conflict styles, we can contribute to a more effective promotion of constructive conflict behaviour in adolescents. (DIPF/Orig.

The Structure of Conflict Styles in Adolescents

Abstract. This study examines the latent structure of the Rahim Organizational Conflict Inventory – II (ROCI-II) in several samples of secondary school students. Findings from earlier studies conducted in adult populations suggested that the instrument has a four- or five-factor structure; however, the exploratory factor analysis (EFA) in this study yielded a three-factor (integrating, dominating, avoiding) solution, with most of the items associated with a fourth factor (Obliging) failing to load as predicted. A confirmatory factor analysis (CFA) replicated the three-factor solution satisfactorily. A multiple-group CFA indicated that the ROCI-II showed invariant measurement properties in male and female students and corroborated the concurrent validity of the three-factor solution. The integrating factor was related positively to a measure of perspective taking but negatively to a measure of reluctance to participate. The avoiding factor was associated with a measure of reluctance to participate. We discuss the implications of the results for understanding the latent structure of the ROCI-II in adolescents. </jats:p