Leveraging interest-driven embodied practices to build quantitative literacies: A case study using motion and audio capture from dance

Educational technology research and development - We report on an exploratory effort to design an interest-based learning experience for high school (step) dancers to engage with concepts in...     

Item Response Models for Multiple Attempts With Incomplete Data

Allowance for multiple chances to answer constructed response questions is a prevalent feature in computer‐based homework and exams. We consider the use of item response theory in the estimation of item characteristics and student ability when multiple attempts are allowed but no explicit penalty is deducted for extra tries. This is common practice in online formative assessments, where the number of attempts is often unlimited. In these environments, some students may not always answer‐until‐correct, but may rather terminate a response process after one or more incorrect tries. We contrast the cases of graded and sequential item response models, both unidimensional models which do not explicitly account for factors other than ability. These approaches differ not only in terms of log‐odds assumptions but, importantly, in terms of handling incomplete data. We explore the consequences of model misspecification through a simulation study and with four online homework data sets. Our results suggest that model selection is insensitive for complete data, but quite sensitive to whether missing responses are regarded as informative (of inability) or not (e.g., missing at random). Under realistic conditions, a sequential model with similar parametric degrees of freedom to a graded model can account for more response patterns and outperforms the latter in terms of model fit.     

Teachers’ perspectives on mathematics education research reports

Practicing teachers’ perspectives on a set of mathematics education research reports are described. Data were gathered through email messages, group discussions, and questionnaires. Teachers identified positive influences of research on practice aligned with some of the strands of proficient mathematics teaching identified by Kilpatrick, Swafford, and Findell [2001. Adding it up: Helping children learn mathematics. Washington, DC: National Academy Press]. Teachers also gave negative critiques of the ability of research to influence practice aligned with Kennedy's [1997. The connection between research and practice. Educational Researcher, 26 (7), 4–12.] discussion of historical factors underlying the gap between educational research and practice. The variety of perspectives documented provides some empirical ground for informing actions in the areas of teacher education and research.