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Abstract Title: A methodology for identifying task features that facilitate sensemaking
Abstract: Assessments provide opportunities for students to make sense of curriculum by connecting their existing ideas to generate new knowledge. As educators, we would like to be able to engage students in this process of sensemaking to help their learning. Through a case study, we present an approach to identifying assessment task features that facilitate sensemaking. The context involves an introductory student's attempt to a physics problem.  We analyze the student's transcript through the lens of sensemaking epistemic game and note the student's actions (`moves') while solving the problem. By analyzing these moves, we argue that the assessment features that played a role in the student's sensemaking can be identified. We find that the presence of a real-world context, engaging with multiple representations, and requiring a physical interpretation of a numerical answer to be instrumental in student's sensemaking. Identifying task features in this way can be instrumental in designing future assessment tasks that increase the chances students engage in sensemaking while working on them.
Abstract Type: Contributed Poster Presentation
Session Time: Poster Session 1 Room A
Poster Number: 1A-20
Contributed Paper Record: Contributed Paper Information
Contributed Paper Download: Download Contributed Paper

Author/Organizer Information

Primary Contact: Amogh Sirnoorkar
Kansas State University
Manhattan, KS 66502
Phone: 7853177966
and Co-Presenter(s)
James T Laverty
Kansas State University