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https://hdl.handle.net/1959.11/11379
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DC Field | Value | Language |
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dc.contributor.author | Panizzon, Debra Lee | en |
dc.contributor.author | Pegg, John Edward | en |
dc.contributor.author | McGee, Steven | en |
local.source.editor | Editor(s): Peter L Jeffery | en |
dc.date.accessioned | 2012-09-24T15:34:00Z | - |
dc.date.issued | 2005 | - |
dc.identifier.citation | AARE Conference Papers, v.2004, p. 1-18 | en |
dc.identifier.issn | 1324-9339 | en |
dc.identifier.issn | 1324-9320 | en |
dc.identifier.uri | https://hdl.handle.net/1959.11/11379 | - |
dc.description.abstract | In this exploratory study the understandings demonstrated by primary students as a result of their involvement with the interactive CD package 'Astronomy Village®: Investigating the Solar System™' were explored. Thirty-one students aged between 10 and 12 years, from two schools in rural New South Wales completed two tasks before and after the intervention. The first task was a 40-item multiple-choice test, traditionally used to evaluate students' understanding, and the second task was an open-response question. The results between pre and post-tests on the multiple-choice questions suggested students improved their content knowledge with a statistically significant difference recorded. The open-response question was analysed using the Structure of the Observed Learning Outcome (SOLO) Model. Approximately one-third of the students demonstrated an improved level of understanding, after the two-week intervention period, however, the magnitude of this change was not statistically significant according to a Wilcoxon signed rank test. The utilisation of the SOLO Model provided a qualitative insight into the change of students' understandings that complemented the quantitative results obtained from the multiple-choice test. As a consequence of this study, similar tasks are being used in the United States to evaluate software packages. | en |
dc.language | en | en |
dc.publisher | Australian Association for Research in Education (AARE) | en |
dc.relation.ispartof | AARE Conference Papers | en |
dc.title | Incorporating different assessment tasks to gauge student understandings of planetary processes | en |
dc.type | Conference Publication | en |
dc.relation.conference | AARE 2004: International Educational Research Conference - Doing the Public Good: Positioning Education Research | en |
dcterms.accessRights | Bronze | en |
dc.subject.keywords | Education Assessment and Evaluation | en |
local.contributor.firstname | Debra Lee | en |
local.contributor.firstname | John Edward | en |
local.contributor.firstname | Steven | en |
local.subject.for2008 | 130303 Education Assessment and Evaluation | en |
local.subject.seo2008 | 930101 Learner and Learning Achievement | en |
local.profile.school | SiMERR | en |
local.profile.school | School of Education | en |
local.profile.email | dpanizzo@une.edu.au | en |
local.profile.email | jpegg@une.edu.au | en |
local.output.category | E1 | en |
local.record.place | au | en |
local.record.institution | University of New England | en |
local.identifier.epublicationsrecord | pes:2565 | en |
local.date.conference | 28th November - 2nd December, 2004 | en |
local.conference.place | Melbourne, Australia | en |
local.publisher.place | Australia | en |
local.identifier.runningnumber | PAN04654 | en |
local.format.startpage | 1 | en |
local.format.endpage | 18 | en |
local.url.open | https://www.aare.edu.au/data/publications/2004/pan04654.pdf | en |
local.peerreviewed | Yes | en |
local.identifier.volume | 2004 | en |
local.access.fulltext | Yes | en |
local.contributor.lastname | Panizzon | en |
local.contributor.lastname | Pegg | en |
local.contributor.lastname | McGee | en |
dc.identifier.staff | une-id:dpanizzo | en |
dc.identifier.staff | une-id:jpegg | en |
local.profile.orcid | 0000-0001-7200-3487 | en |
local.profile.role | author | en |
local.profile.role | author | en |
local.profile.role | author | en |
local.identifier.unepublicationid | une:11578 | en |
dc.identifier.academiclevel | Academic | en |
dc.identifier.academiclevel | Academic | en |
local.title.maintitle | Incorporating different assessment tasks to gauge student understandings of planetary processes | en |
local.output.categorydescription | E1 Refereed Scholarly Conference Publication | en |
local.conference.details | AARE 2004: International Educational Research Conference - Doing the Public Good: Positioning Education Research, Melbourne, Australia, 28th November - 2nd December, 2004 | en |
local.search.author | Panizzon, Debra Lee | en |
local.search.author | Pegg, John Edward | en |
local.search.author | McGee, Steven | en |
local.uneassociation | Unknown | en |
local.year.published | 2005 | en |
local.date.start | 2004-11-28 | - |
local.date.end | 2004-12-02 | - |
Appears in Collections: | Conference Publication The National Centre of Science, Information and Communication Technology, and Mathematics Education for Rural and Regional Australia (SiMERR) |
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