28th International Congress of Psychology August 8 ... - U-netSURF

for classification compared to CCT using SPRT when the two procedures are matched.
3116.5 Mixing linear and adaptive algorithms in computerized classification Test, Hong Jiao,
Allen Lau, Harcourt Assessment, Inc., USA
This simulation study investigates whether mixing the linear and adaptive algorithms in
computerized classification test (CCT) using sequential probability ratio test (Wald, 1947) will
increase the classification accuracy and test efficiency in making dichotomous classification
decisions. The first part of CCT is linear in that each examinee takes the same set of items. Then
an adaptive procedure is applied to select items adaptively from the item bank. Several factors are
manipulated. They are item selection algorithm, test length constraints, and item pool
characteristics. The conventional CCT for the same test condition is simulated as the reference for
comparison.
3116.6 Students of psychology looking for the role of the psychologist in education through
different learning contexts, Cristina Erauaquin, Maria Esther Basualdo, Eliane Btesh,
Gabriela Lerman, University of Buenos Aires, Argentina
The issue is whether the academic process of becoming psychologist includes appropriation,
internalization and construction of mediating tools and professional competence to perform into
educational field. Vygotsky & acute concepts and "mental models" are applied. Questions about
psychologists interventions were given to two groups of undergraduate students: one at the
beginning and at the end of Educational Psychology Course; the other at the beginning of
Professional Apprenticeship in educational settings. The first group showed problems & acute;
schema and critical or idealized perspectives of psychologist & acute role. The second group
introduced the search of mediating tools articulated with wefts of subjective problems into the
educational assessment.
3116.7 Using science notebooks to assess students’ performances, Min Li 1 , Maria
Ruiz-Primo 2 , 1 University of Washington, Seattle, USA, 2 Stanford University, California, USA
Students’ science notebooks can be a window both for teachers and for individuals outside
classrooms to know more about what students know and are able to do in science domain. This
study is a preliminary effort to investigate the feasibility of using notebooks to evaluate students’
performances. Four types of scoring strategies, ranging from scoring all the notebook entries to
scoring a random sample of the entries, were compared and evaluated in terms of their
psychometric quality. Based on the empirical evidence, the paper discussed strategies to score
notebooks that are technically sound, logistically efficient.
3116.8 Hands on or minds on: Cognitive Activities in performance assessments--An empirical
study on think aloud, Yue Yin, Carlos Ayala, Richard Shavelson, School of Education, Stanford
University, USA
In this paper, we examine whether performance assessment can gauge higher-order thinking. 34
high school students' think-alouds are recorded when they carried out three performance
assessments. We coded their think-alouds into thirteen cognitive activities and correlated those
cognitive activities' with their total scores, looking for patterns of relationships. We also correlated
different cognitive activity frequencies to test if the students engage in different combinations of
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