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Title:
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MODEL BASED ASSESSMENT OF LEARNING DEPENDENT CHANGE DURING A TWO SEMESTER CLASS |
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Author(s):
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Nadine Schlomske , Pablo Pirnay-dummer |
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ISBN:
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978-972-8924-69-0 |
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Editors:
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Kinshuk, Demetrios G Sampson, J. Michael Spector, Pedro Isaías and Dirk Ifenthaler |
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Year:
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2008 |
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Edition:
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Single |
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Keywords:
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Acquisition of expertise, measurement of learning dependent change, model centered learning and instruction |
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Type:
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Full Paper |
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First Page:
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45 |
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Last Page:
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53 |
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Language:
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English |
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Cover:
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Full Contents:
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click to dowload 
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Paper Abstract:
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The following empirical study examines the acquisition of expertise. The theory of mental models (Johnson-Laird, 1983;
Seel, 1991) posits a change in knowledge and thus a change in model structures during the process of learning. According
to Johnson-Laird (1989), learners change their models as they progress from novice to expert. Against this background, a
central issue of this study was to assess changes in models with MITOCAR (Model Inspection Trace of Concepts and
Relations). MITOCAR is a theory-based instrument which is completely automated in its procedure and its analysis
(Ifenthaler, 2007; Pirnay-Dummer, 2006, 2007; Pirnay-Dummer & Spector, 2008; Pirnay-Dummer & Walter, 2008).
In an intra-subject design the model structures in the domain of empirical methodologies were examined in a time period
of two semesters. At each measurement point (N=5), the model structures of the reference groups were compared with
those of the group of learners. The group of learners consisted of (N=31) students who did not have any experience with
research methods and their theoretical foundations and who could thus be seen as novices. As an external criterion, two
further groups which had been measured before by the same instrument were used as reference groups: a group of
novices (N=26) (equivalent to the beginning state of knowledge of the group of learners) and a group of advanced
learners (N=32) (equivalent to the target state of knowledge of the group of learners). Both reference groups had
participated in the same seminar in the past but with different teachers.
The results indicate that the external criteria enabled a precise assessment of learning dependent model change. The
measurements identified a correlation of -0.99 for the novices and 1.00 for the advanced learners. In addition, a
stabilization was found in the advanced learner models. Finally, the results also indicate that a groups learning behavior
can be predicted and that fully automated knowledge assessment tools are in the process of becoming a methodologically
sound means of tracking changes over time precisely. |
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