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dc.contributor.authorZuiker, Steven John
dc.date.accessioned2014-03-03T23:25:43Z
dc.date.available2014-03-03T23:25:43Z
dc.date.issued2005-08
dc.identifier.otherzuiker_steven_j_200508_ma
dc.identifier.urihttp://purl.galileo.usg.edu/uga_etd/zuiker_steven_j_200508_ma
dc.identifier.urihttp://hdl.handle.net/10724/22860
dc.description.abstractEducational 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 groupÕs Òknowledge practices.Ó These profiles also compare the groupÕsparticipation 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.
dc.languageeng
dc.publisheruga
dc.rightspublic
dc.subjectTransfer
dc.subjectAssessment
dc.subjectDiscourse Analysis
dc.titleKnowledge transfer across assessment technologies
dc.title.alternativeconsidering the entire range of formative and summative functions
dc.typeThesis
dc.description.degreeMA
dc.description.departmentEducational Psychology
dc.description.majorEducational Psychology
dc.description.advisorDaniel T. Hickey
dc.description.committeeDaniel T. Hickey
dc.description.committeeBetsy Rymes
dc.description.committeePaul Schutz


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