Notes from AERA 2011

Other people's notes

Comments:

Not about achievement, but about how kids are doing, and how to move them along (keep learning on track). If you are using info about students on week-to-week level, you might not need psychometric model. Opportunity for self-correction. BUT: How do you know that was a good item, quality of item? How do you know learning progression used as an underlying framework is a valid one. Once you validate it with large-scale analysis, you can give it to the teacher and they can use it without Bayesian etc. Learning Progression language being appropriated by everyone - summative statements in large-scale testing. Reliability is the wrong metric to be measuring.

other quick notes: video annotation tool, video of teaching, comment on teaching style etc. ref suthers' artefact and discourse. Prezi public.

looking at a bunch of online composition classes, posting frequency and type of postings correlated with final grades.

Final grades not good enough indicator of learning though (and could be influenced by performance in forum)

had references to types of postings though, might be useful

Mimi Ito: Friendship-driven vs interest-driven participation and learning

Introduction (Marcia C. Linn)

What to illustrate in visualization/model/simulation?
How to support learners using visualizations?
- Value of predictions / eliciting ideas?
- Ways to support distinguishing among ideas
- Sustaining exploration, refinement of ideas
Assessment of value-added of visualizations?
When are visualizations valuable? Why