From Substitution to Redefinition: A Framework of Machine Learning-Based Science Assessment

Autor/inn/en	Zhai, Xiaoming; Haudek, Kevin C.; Shi, Lehong; Nehm, Ross H.; Urban-Lurain, Mark
Titel	From Substitution to Redefinition: A Framework of Machine Learning-Based Science Assessment
Quelle	In: Journal of Research in Science Teaching, 57 (2020) 9, S.1430-1459 (30 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Zhai, Xiaoming) ORCID (Haudek, Kevin C.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-4308
DOI	10.1002/tea.21658
Schlagwörter	Computer Assisted Testing; Science Tests; Essays; Simulation; Educational Games; Interdisciplinary Approach; Educational Trends + Suchen Sie Ihr Suchwort? Essay; Aufsatzunterricht; Simulation program; Simulationsprogramm; Educational game; Lernspiel; Fächerübergreifender Unterricht; Fächerverbindender Unterricht; Interdisziplinarität; Bildungsentwicklung
Abstract	This study develops a framework to conceptualize the use and evolution of machine learning (ML) in science assessment. We systematically reviewed 47 studies that applied ML in science assessment and classified them into five categories: (a) constructed response, (b) essay, (c) simulation, (d) educational game, and (e) inter-discipline. We compared the ML-based and conventional science assessments and extracted 12 critical characteristics to map three variables in a three-dimensional framework: "construct," "functionality," and "automaticity." The 12 characteristics used to construct a profile for ML-based science assessments for each article were further analyzed by a two-step cluster analysis. The clusters identified for each variable were summarized into four levels to illustrate the evolution of each. We further conducted cluster analysis to identify four classes of assessment across the three variables. Based on the analysis, we conclude that ML has transformed--but not "yet" redefined--conventional science assessment practice in terms of fundamental purpose, the nature of the science assessment, and the relevant assessment challenges. Along with the three-dimensional framework, we propose five anticipated trends for incorporating ML in science assessment practice for future studies: addressing developmental cognition, changing the process of educational decision making, personalized science learning, borrowing 'good' to advance 'good', and integrating knowledge from other disciplines into science assessment. (As Provided).
Anmerkungen	Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01