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Monday, August 4 • 2:00pm - 5:00pm
S25: How Do We Know What Students Know?

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A major factor determining what someone can learn is what they already know. As such, it is important for educators to glean what information they can about what prior knowledge students have when they come into their classrooms. Additionally, much of educational research focuses on assessing and/or improving student learning outcomes. But what do we really know about what's happening inside of the minds of our students? No one knows exactly what someone else is thinking. Instead, we often interpret and infer what students know based on what they say or do. This symposium will provide a platform for researchers and educators to discuss underlying theories, methodologies, assessments, and analyses aimed at understanding how we think we know what students know. 

Presider: Thomas Bussey, University of Nevada Las Vegas

Related Papers

Introduction (2:00 pm to 2:05 pm)
P313: How we know what students know: Cognitive and learning science perspectives (2:05 pm to 2:25 pm)
P314: Investigating the transfer of testing effects across different test formats in the general chemistry settings (2:25 pm to 2:45 pm)
P315: Grounded theory as an analysis technique to capture student conceptions in chemistry (2:45 pm to 3:05 pm)
P316: Probing students' prior knowledge of course topics (3:05 pm to 3:25 pm)
Break (3:25 pm to 3:40 pm)
P317: Items that make the test: Different types of assessment items, what they can tell us, and how they have evolved over time (3:40 pm to 4:00 pm)
P318: Using evidence based on the response process to support the validity of inferences from educational measures (4:00 pm to 4:20 pm)
P319: Using evidence-centered design to develop assessments for chemistry (4:20 pm to 4:40 pm)


Thomas Bussey

University of California, San Diego


Stephanie Ryan

American Institutes for Research

Monday August 4, 2014 2:00pm - 5:00pm EDT
LOH 164