Michelle Riconscente

In this chapter we describe the principles and processes of evidence-centered design (ECD), a comprehensive assessment design framework introduced by Mislevy, Steinberg and Almond (2003). Taking its cue from developments in fields such as expert systems (Breese, Goldman & Wellman, 1994), software design (Gamma, Helm, Johnson & Vlissides, 1994) and legal argumentation (Tillers & Schum, 1991), ECD offers a method for articulating and constructing assessment arguments and the processes that… Show more

In this chapter we describe the principles and processes of evidence-centered design (ECD), a comprehensive assessment design framework introduced by Mislevy, Steinberg and Almond (2003). Taking its cue from developments in fields such as expert systems (Breese, Goldman & Wellman, 1994), software design (Gamma, Helm, Johnson & Vlissides, 1994) and legal argumentation (Tillers & Schum, 1991), ECD offers a method for articulating and constructing assessment arguments and the processes that instantiate them. Through a system of process layers, structures and representations, ECD facilitates communication, coherence and efficiency in assessment design and task creation. Show less

Although fractions knowledge is essential for future success in mathematics, data show that most U.S. students fail to become proficient in fractions. With the advent of mobile technologies such as iPad tablets, new kinds of interactions with subject matter have become possible that have potential for improving learning. The present study used an experimental repeated measures crossover design to investigate whether the iPad fractions game Motion Math would improve fourth graders’ fractions… Show more

Although fractions knowledge is essential for future success in mathematics, data show that most U.S. students fail to become proficient in fractions. With the advent of mobile technologies such as iPad tablets, new kinds of interactions with subject matter have become possible that have potential for improving learning. The present study used an experimental repeated measures crossover design to investigate whether the iPad fractions game Motion Math would improve fourth graders’ fractions knowledge and attitudes. In results from 122 participants, students’ fractions test scores improved an average of over 15% after playing Motion Math for 20 min daily over a 5-day period, representing a significant increase compared to a control group. In addition, children’s self-efficacy for fractions, as well as their liking of fractions, each improved an average of 10%, representing a statistically significant
increase compared to a control group. Implications for the design and study of interactive
games are discussed. Show less