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Comparing Student Performance on Low-Stakes and High-Stakes Evaluations of Conceptual Understanding

机译：比较概念理解的低赌注和高赌注评估的学生表现

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This Research to Practice Full Paper investigates how student performance during a low-stakes evaluation of conceptual understanding relates to performance during a high stakes evaluation. Concept inventories, like the Dynamics Concept Inventory (DCI), are used to assess student understanding of a specific set of concepts, typically in a low-stakes setting. The DCI was offered for very modest course extra credit at the beginning and end of an introductory dynamics course at a large, research-intensive public university. This represents the low-stakes evaluation. By contrast, a midterm examination administered 12 weeks into the 15 week semester included: 1) a set of short-answer concept questions related to the concepts covered by the DCI and 2) two traditional long-answer problem-solving questions. This midterm examination represents the culmination of student understanding of rigid body dynamics, which is primarily what the DCI covers. It also represents the high-stakes evaluation as this examination strongly influences the students' final grade in the class. The synergy of the relationships between these three evaluations indicate the low-stakes DCI assessment is a valid measure in quantifying student conceptual understanding.
机译：本研究练习全文调查了在低赌注评估期间的学生表现如何涉及高赌注评估期间的性能。概念清单，如动态概念库存（DCI），用于评估学生对特定概念集的理解，通常在低赌注设置中。 DCI在一个大型研究 - 密集型公立大学的介绍性动态课程的开头和结束时提供了非常适度的课程额外信用。这代表了低赌注的评估。相比之下，中期考试在15周学期进行12周内给药：1）一套与DCI所涵盖的概念有关的一组短答案概念问题，2）两个传统的长答案解决问题。这个中期检查代表了学生对刚体动态的理解的高潮，主要是DCI封面。它还代表了高赌注评价，因为这项检查强烈影响了学生在课堂上的最终成绩。这三个评估之间的关系的协同作用表明低赌注DCI评估是量化学生概念理解的有效措施。

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