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|Title:||Eliciting Multimodal Strategies: Early CT Assessment by Design|
Lee, Victor R.
|Publisher:||International Society of the Learning Sciences|
|Citation:||Welch, L., Silvis, D., Clarke-Midura, J., Shumway, J., & Lee, V. R. (2022). Eliciting multimodal strategies: Early CT assessment by design. In Chinn, C., Tan, E., Chan, C., & Kali, Y. (Eds.), Proceedings of the 16th International Conference of the Learning Sciences - ICLS 2022 (pp. 2132-2133). International Society of the Learning Sciences.|
|Abstract:||Performance assessments can provide meaningful insights into young children's knowledge; however, documenting assessment responses as incorrect or correct limits our understanding of students’ abilities. One method of improving our ability to measure student understanding is by documenting the strategies students use to engage with assessment tasks. In this study, we describe how purposeful assessment design can provide insight into students’ thinking by qualitatively examining how students solve performance assessment items using multimodal strategies.|
|Appears in Collections:||ISLS Annual Meeting 2022|
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