Please use this identifier to cite or link to this item: https://repository.isls.org//handle/1/1143
Title: Showing What They Know: Multimedia Artifacts to Assess learner understanding
Authors: Hmelo-Silver, Cindy E.
Maher, Carolyn A.
Palius, Marjory F.
Sigley, Robert
Alston, Alice
Issue Date: Jun-2014
Publisher: Boulder, CO: International Society of the Learning Sciences
Citation: Hmelo-Silver, C. E., Maher, C. A., Palius, M. F., Sigley, R., & Alston, A. (2014). Showing What They Know: Multimedia Artifacts to Assess learner understanding. In Joseph L. Polman, Eleni A. Kyza, D. Kevin O'Neill, Iris Tabak, William R. Penuel, A. Susan Jurow, Kevin O'Connor, Tiffany Lee, and Laura D'Amico (Eds.). Learning and Becoming in Practice: The International Conference of the Learning Sciences (ICLS) 2014. Volume 1. Colorado, CO: International Society of the Learning Sciences, pp. 410-417.
Abstract: Engaging learners in constructing multimedia artifacts provides rich opportunities for them to make their thinking visible. In this research, we demonstrate the use of the VMCAnalytic, a multimedia artifact that builds on an extensive video collection of children's mathematical reasoning. Using reliable rubrics, we coded all VMCAnalytics created in a range of classes. These rubrics focused on the quality of the students' arguments and depth of their reasoning. Analysis showed that the rubric was useful in differentiating among the different groups of students. Moreover, different metrics had different degrees of correlation, suggesting that we were identifying several different dimensions of quality.
URI: https://doi.dx.org/10.22318/icls2014.410
https://repository.isls.org//handle/1/1143
Appears in Collections:ICLS2014

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