CMAS Practice Resource Forum

The flow of the simulation set I did really enabled me to visualize experiments and synthesize ideas about each element as we went.  I like how we started out basic - color and luster.  Then we got into more complex ideas like malleability and chemical reactivity with HCl.  This was easy to use and I think it was more engaging than a traditional multiple choice question.  I liked that there was a data chart and the complexity of the questions that followed was scaffolded.

I liked how it started with an experiment and the data table was automatically filled in.  Also, it stayed filled in as I moved to other questions.  There have been practice simulations in the past that you had to start the lab all over when you moved on to the next question. 

The questions also increased in complexity throughout the simulation.  This will hopefully help students be willing to try the next question rather than skipping the entire simulation.  

This simulation started with a multiple choice question which I thing can be appropriate especially if they start the simulation out by analyzing data.

I felt that the simulation allowed me to process the questions fully.  As I moved through the questions it was helpful that the simulation followed and was available with the chart filled in.  I also felt that the complexity of the questions seemed to increase,  and they built upon each other as well allowing students to think through and use their understanding for their written responses. 

I felt that several different GLE's were represented during the set. The interactive nature of some items was refreshing to the set and forced me to engage in a different way.

Again, I think breaking the simulation into pieces was mentally helpful although may not be representative of cross cutting concepts.

Multiple choice items can work to assess discrete knowledge or typically low level factual information. They have a time and a place so to speak.

Seeing how a simulation video along with data gave students a complete overview of the question being asked of them.  There was no guessing but just using the facts presented to answer the question.  

I really liked how the simulations duplicated experiments.  You could choose different variables and observe what happens as the variables are changed.  It was very helpful that the data table automatically filled itself as you did each experiment.  The questions started off easy including a multiple choice question and got progressively harder.  The simulation requires students to analyze data and make conclusions based on the information in the data tables which is one of the things we really want students to do in out science classes.

In the sets of simulations, you are able to interact with items in a tangible way as well as make observations. They proceed through a set of numbered instructions, and the questions increased in rigor and depth of knowledge as they progressed. The simulations also provide visual sources of information that can be related back to in-class experiences regardless of language.

By breaking the simulations into pieces the student is able to examine and process things in chunks. This removes the risk of the students being overwhelmed by the amount of information to process combined with the number and difficulty of the questions if they were all provided in a single screen.

Multiple choice items are viable IF they are combined with opportunities for observation and analysis. Because science is applied and based on observation, it is what students are likely to have experienced in the classroom. It is best for students to be tested in a similar manner to how they learn. Additionally, using multiple choice answers are more likely to include bias based on culture or experience, whereas opportunities for explanation based on simulations allow the students to convey meaning in more than one way.

I liked that the students needed to gather data, it was clear and easy to see the different properties tested. 

Breaking the simulation into testing the separate properties was very helpful to explicitly see the different properties being tested, how they were tested and how data was organized.  

I think the more innovative item type is very successful however I see students having more difficulty using them.  The more innovative approach has a better chance to show actual understanding versus guessing

The simulation allowed students to collect data themselves (vs. having a data table provided).  I think this helps students to be active participants in the investigation, attend to each property more closely, and "own" the data they will use to answer subsequent questions.

I like how they were able to interact with the experiment. It really gave authenticity to it. The data table showing up on each screen it is used with is very helpful. I like the flow of the questions that changed complexity. A multiple choice can be very though provoking if applying in a way that they really have to think it through.

• Consider the use of item types. Can a multiple choice item work as well as a more innovative item type?

It would be difficult for a multiple choice item to indicate true understanding in the way that the simulation activities do. Multiple choice are also easier to "grade" and so I understand the balance is necessary...just have to really consider if we are assessing the understanding of the process or fact retrieval/guessing.  The multiple choice where students are asked to combine/synthesize info (choose more than 1) might be better at this, but not as ideal as the innovative item types in teasing out true understanding.

• Consider the flow of the simulation set. What properties enable items and stimuli to form a cohesive set?
• Students are able to access the the stimuli throughout the set of questions. This gives students time to process the question and go back and refer to the question to complete the answer,
• Consider the information that is presented in each piece of the simulation. How is breaking the simulation into pieces helpful?
• It helps the student process through the information and not over-whelm them. The test is student friendly and engages their interest.
• Consider the use of item types. Can a multiple choice item work as well as a more innovative item type?
• I feel that a mixture of multiple choice and innovative questions is a good combination. Multiple choice can give us a better idea of students' depth of knowledge of the topic being questioned. 

The steps of the simulation allowed you to demonstrate different levels of understanding.  Starting with the multiple choice and moving up through explanations using data references.  Additionally the multiple smaller pieces of the simulation set allow the test taker to no feel too overwhelmed all at once. The flow follows the scientific process - gathering data, analyzing data and drawing conclusions. 

Students could analyze given data through a simulation as well as collect their own data. Students are able to compare their data and see if it was correctly collected.

The simulation would provide a visual for the students.