TY - JOUR
T1 - Advanced Educational Technology for Science Inquiry Assessment
AU - Li, Haiying
AU - Gobert, Janice
AU - Graesser, Art
AU - Dickler, Rachel
N1 - Funding Information:
In the United States, the National Research Council (NRC; 2012) Framework for K-12 Science Education and the Next Generation Science Standards (NGSS; NGSS State Leads, 2013) have reformed science assessment standards to align with the PISA science framework. The National Assessment of Educational Progress (NAEP) administered science tests to U.S. students in 2015 to evaluate student proficiencies relative to these standards. Only 22% to 38% of students were evaluated as proficient or better, whereas 24% to 40% of the fourth, eighth, and 12th graders were evaluated as “below basic” (National Center for Education Statistics [NCES], 2015). Results from both international and national science assessments warn us that U.S. students’ science competencies need improvement to catch up to other OECD countries and to ensure the United States a leading role in the world economy.
Publisher Copyright:
© The Author(s) 2018.
PY - 2018/10/1
Y1 - 2018/10/1
N2 - The Next Generation Science Standards (NGSS) for K-12 science education has outlined new standards that integrate science inquiry practices with scientific concepts and ideas. The challenge with implementing this framework has been determining how to provide students with authentic scientific experiences and real-time individualized scaffolding during inquiry, as well as reliably and validly assess students’ inquiry competencies. This article reviews current computer-based educational technologies, namely, educational data mining and natural language processing, and describes how these technologies have been used to automatically assess science inquiry practices aligned with NGSS practices. The second section describes the implementation of real-time adaptive, individualized scaffolds and instruction, based on automated inquiry assessment techniques. Finally, we aim to direct the attention of policy makers toward the use of technology to promote significant progress of nationwide inquiry-based learning, teaching, and assessment.
AB - The Next Generation Science Standards (NGSS) for K-12 science education has outlined new standards that integrate science inquiry practices with scientific concepts and ideas. The challenge with implementing this framework has been determining how to provide students with authentic scientific experiences and real-time individualized scaffolding during inquiry, as well as reliably and validly assess students’ inquiry competencies. This article reviews current computer-based educational technologies, namely, educational data mining and natural language processing, and describes how these technologies have been used to automatically assess science inquiry practices aligned with NGSS practices. The second section describes the implementation of real-time adaptive, individualized scaffolds and instruction, based on automated inquiry assessment techniques. Finally, we aim to direct the attention of policy makers toward the use of technology to promote significant progress of nationwide inquiry-based learning, teaching, and assessment.
KW - automated assessment
KW - educational data mining
KW - natural language processing
KW - scaffolding
KW - science inquiry
KW - scientific explanation
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U2 - 10.1177/2372732218790017
DO - 10.1177/2372732218790017
M3 - Review article
AN - SCOPUS:85056732524
SN - 2372-7322
VL - 5
SP - 171
EP - 178
JO - Policy Insights from the Behavioral and Brain Sciences
JF - Policy Insights from the Behavioral and Brain Sciences
IS - 2
ER -