Files
Abstract
Educational assessments reflect different, often contrasting, assumptions about learning andknowledge transfer. This study considers the value and function of assessment technologies thatresonate with different general families of learning theory. Such consideration is conceptualizedwithin a situated cognition framework in order to relate data across these technologies. Studentsin four high school science classes (n=52) enacted the GenScope Assessment Project curriculumon genetic inheritance and all assessment technologies. Pre-post administrations of twoindividual-oriented assessments generated significant quantitative gains, suggesting knowledgetransfer in terms of their respective theoretical assumptions. A third set of assessmenttechnologies generated event-based data about student participation, yielding qualitative profilesof one focal groups knowledge practices. These profiles also compare the groupsparticipation on the third set of technologies with their performance on the first two. Thiscomparison begins to characterize the relative value and function of each technology within amulti-level, multi-type assessment framework.