Design of Reusable Components using Drag and Drop Mechanism

Automation of component selection process for designing of reusable components using drag and drop mechanism

2017 International Conference on Inventive Systems and Control (ICISC) ◽

10.1109/icisc.2017.8068594 ◽

2017 ◽

Author(s):

B. Jalender ◽

A. Govardhan ◽

P. Premchand

Keyword(s):

Selection Process ◽

Reusable Components ◽

Component Selection ◽

Drag And Drop

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Using process data to understand problem-solving strategies and processes for drag-and-drop items in a large-scale mathematics assessment

Large-scale Assessments in Education ◽

10.1186/s40536-021-00095-4 ◽

2021 ◽

Vol 9 (1) ◽

Author(s):

Yang Jiang ◽

Tao Gong ◽

Luis E. Saldivia ◽

Gabrielle Cayton-Hodges ◽

Christopher Agard

Keyword(s):

Problem Solving ◽

Time Allocation ◽

Large Scale ◽

Solution Process ◽

Process Data ◽

Mathematics Assessments ◽

Assessment Design ◽

Eighth Grade Students ◽

Problem Solving Strategies ◽

Drag And Drop

AbstractIn 2017, the mathematics assessments that are part of the National Assessment of Educational Progress (NAEP) program underwent a transformation shifting the administration from paper-and-pencil formats to digitally-based assessments (DBA). This shift introduced new interactive item types that bring rich process data and tremendous opportunities to study the cognitive and behavioral processes that underlie test-takers’ performances in ways that are not otherwise possible with the response data alone. In this exploratory study, we investigated the problem-solving processes and strategies applied by the nation’s fourth and eighth graders by analyzing the process data collected during their interactions with two technology-enhanced drag-and-drop items (one item for each grade) included in the first digital operational administration of the NAEP’s mathematics assessments. Results from this research revealed how test-takers who achieved different levels of accuracy on the items engaged in various cognitive and metacognitive processes (e.g., in terms of their time allocation, answer change behaviors, and problem-solving strategies), providing insights into the common mathematical misconceptions that fourth- and eighth-grade students held and the steps where they may have struggled during their solution process. Implications of the findings for educational assessment design and limitations of this research are also discussed.

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