Structuring Successful Structuring Successful LearningLearningFall 2009Fall 2009
Modulating Modulating Psychometric Psychometric Performance Variance Performance Variance Through Task Item Through Task Item CharacteristicsCharacteristics
Presenter
Michael Hardt
WhatWhat??
Point of Reference
Defining Prose Task Characteristics for Use in Computer-Adaptive Testing and Instruction.
Mosenthal,(1998)
American Educational Research Journal, 35, 269-307.
Point of Reference
ThankThankYou!You!
Point of Reference
HowHow
Define GoalDefine Goal
Define GroupDefine Group
Overview Learning Overview Learning StructureStructure
Overview Question Overview Question StructureStructure
Point of Reference
GoalGoal
The goal of this presentation The goal of this presentation is to provide you with a is to provide you with a structural overview of structural overview of learning to which a universal learning to which a universal metric for successful metric for successful learning can be applied.learning can be applied.
Point of Reference
HowHow
Define GoalDefine Goal
Define GroupDefine Group
Overview Learning Overview Learning StructureStructure
Overview Question Overview Question StructureStructure
Point of Reference
?What did youWhat did youlearn yesterday?learn yesterday?
Point of Reference
Define GroupDefine Group
Level of learning expectation for today:
hopefully better than watching paint dry
will achieve a new plane of consciousness
1 2 3 4 5 6 7 8 9 10
Point of Reference
Level of experience teaching in the area of Essential Skills:
on my way towards being a novice
a guru in need of a mountain top
1 2 3 4 5 6 7 8 9 10
Define GroupDefine Group
Point of Reference
Disposition as a learner today:
you had better be really, really good
just call me “the super sponge”
1 2 3 4 5 6 7 8 9 10
Define GroupDefine Group
Point of Reference
?What do youWhat do youwant to want to learnlearntoday?today?
Point of Reference
HowHow
Define GoalDefine Goal
Define GroupDefine Group
Overview Learning Overview Learning StructureStructure
Overview Question Overview Question StructureStructure
LearningLearningStructureStructure
www.ted.com/talks/ (search Henry Markram)
Parts
PFunctions
FConnectio
ns
C
Elements of StructureElements of Structure
Learning Structure
Point of Reference
Learning Structure
How does the How does the brain actually brain actually learn all the learn all the “stuff” we “stuff” we feed into it?feed into it? ?
Learning Structure
PP F F CC
Science of StructureScience of Structure
Learning VisionLearning Vision
Brain Structure
Left to RightLeft to Right
BBaacckk ttoo FFrroonntt
brain fromthe top
Brain Structure
InformationInformation(processing-based)(processing-based)
Knowledge(thinking-based)(thinking-based)
BBaacckk ttoo FFrroonntt
Brain Structure
DecodingPET Scan
brain fromthe side
What is this brain doing?
HearingPET Scan
Brain Structure
What is this brain doing?
SpeakingPET Scan
Brain Structure
What is this brain doing?
MathPET Scan
Brain Structure
What is this brain doing?
Dr. Michael O’Boyle imagesfrom Texas Tech. University School of Medicine, Department of Neurology
ThinkingPET Scan
Brain Structure
What is this brain doing?
Brain Structure
http://www.nil.wustl.edu/labs/raichle/
Structure of LearningStructure of LearningSensory Input
Sensory Registry1-4 Seconds
Short-Term Memory6-12 Seconds
Long-Term Memory
Retrieval
OutputWorking Memory
7+/-2 Chunks
Learning Structure
Limited Capacity ProcessingLimited Capacity ProcessingSensory Input
Sensory Registry1-4 Seconds
Short-Term Memory6-12 Seconds
Long-Term Memory
Retrieval
OutputWorking Memory
7+/-2 Chunks
Working Memory
Learning Structure
Pixelate ConceptPixelate ConceptLimited Capacity ProcessingLimited Capacity ProcessingWorking Memory
Cognitive CarpetCognitive Carpet““everyone gets 100 square meters”everyone gets 100 square meters”
Learning Structure
Limited Capacity ProcessingLimited Capacity ProcessingWorking Memory Cognitive CarpetCognitive Carpet
Task Demands 24 Cognitive Units
Learning Structure
Limited Capacity ProcessingLimited Capacity ProcessingWorking Memory
Task Demands 24 Cognitive Units
Cognitive CarpetCognitive Carpet
Learning Structure
Limited Capacity ProcessingLimited Capacity ProcessingWorking Memory
Task Demands 24 Cognitive Units
Cognitive CarpetCognitive Carpet
Learning Structure
Learning StructureLearning Structure
Learning Structure
Limited Capacity ProcessingLimited Capacity Processing
Task Demands 24 Cognitive Units
Working Memory Cognitive CarpetCognitive Carpet
Learning Structure
Limited Capacity ProcessingLimited Capacity ProcessingWorking Memory Cognitive CarpetCognitive Carpet
Brain Structure
Dr. Marcus Raichle imagesfrom Washington University School of Medicine Neuroimaging Lab
Limited Capacity ProcessingLimited Capacity ProcessingWorking Memory
FUNCTIONFUNCTION
FO
RM
FO
RM
Cognitive CarpetCognitive Carpet““everyone gets 100 square meters”everyone gets 100 square meters”
Learning Structure
Ty
pe
of
Req
ue
ste
d In
form
atio
n
Type of Processing
Type of Match
Limited Capacity ProcessingLimited Capacity ProcessingWorking Memory
Learning Structure
CONNECTION
CONNECTION
FO
RM
FO
RM
FUNCTIONFUNCTION
CONNECTIONS
CONNECTIONSF
OR
MF
OR
M
FUNCTIONSFUNCTIONS
PA
RT
SP
AR
TS
Point of Reference
HowHow
Define GoalDefine Goal
Define GroupDefine Group
Overview Learning Overview Learning StructureStructure
Overview Question Overview Question StructureStructure
QuestionQuestionStructureStructure
www.edugains.ca/newsite/literacy/literacyvideoclips.htm
Parts
PFunctions
FConnectio
ns
C
Elements of StructureElements of Structure
Learning Structure
Question WordsQuestion Words
WHOWHO
WHATWHATWHEWHE
NNWHEREWHERE
WHYWHYHOWHOW
WHICHWHICH HOW MUCHHOW MUCH
Question Structure
Question Question WordWord RequestedRequested P-ValueP-Value
WhoWho CharacterCharacter .97.97
WhereWhere Place/LocationPlace/Location .92.92
How MuchHow Much AmountAmount .86.86
WhenWhen TimeTime .81.81
HowHow MannerManner .74.74
WhichWhich CriteriaCriteria .63.63
WhyWhy ReasonReason .51.51
WhatWhat ?? ??????
Question Structure
Point of Reference
How do you How do you currently currently scaffold scaffold questions?questions? ?
Typ
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on Types of Processing
Types of M
atch
Point of Reference
Difficulty PredictionDifficulty PredictionCurrent Study:
Educators (n=621) are asked to predict the five most difficult test items completed by their learners on a standard measure and explain why based on experience.
Accuracy of educators predicting difficulty of questions?Mean:18% StdDev:14% (as of 09/09)
Point of Reference
Data ViewData ViewQ#5
A 35%
B 12%
C 39%
D 14%
TORI 3
TOM 3
TOP 1
POD 3
LRI 10
EducatorPredicatio
n2%
Point of Reference
Difficulty PredictionDifficulty PredictionCurrent Study:
Educators (n=578) are asked to predict the five most difficult test items completed by their learners on a standard measure and explain why based on taxonomy.
Accuracy of educators predicting difficulty of questions?Mean:82% StdDev:8% (as of 09/09)
Typ
es o
f R
eq
ueste
d I
nfo
rmati
on Types of Processing
Types of M
atch
Point of Reference
Defining Prose Task Characteristics for Use in Computer-Adaptive Testing and Instruction.
Mosenthal,(1998)
American Educational Research Journal, 35, 269-307.
Constructs of Task DifficultyConstructs of Task Difficulty
Type of Requested Type of Requested InformationInformation
Type of Processing*Type of Processing*
Type of MatchType of Match
Plausibility of DistractorPlausibility of Distractor
Question Structure
Dials of Task DifficultyDials of Task Difficulty
Question Structure
*
Typ
es o
f R
eq
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rmati
on Types of Processing
Types of M
atch
Task ConstructsTask Constructs
Connections
Types of Requested Types of Requested InformationInformation
Difficult
Goal Set-Up,Main Idea, Theme/Lesson
Pattern/Predict,Process/Procedure
Equivalent,Indeterminate
Cause/Effect,Assertion/EvidenceReason/Outcome
(problem set-up, solution set-up)Similarity/Difference
Moderate
Condition(goal, problem, solution),
Criteria, Parts/Whole
Manner,Sequence,
Purpose/Function
Easy
Location, ActionAttribute, Amount,
Time, Type
Person, Animal,Thing, Place,
(group)
Typ
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eq
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rmati
on Types of Processing
Types of M
atch
Task ConstructTask Construct
Connections
Types of MatchTypes of Match
Difficult GenerateGenerate
Moderate IntegrateIntegrate
Easy
CycleCycle
LocateLocate
Typ
es o
f R
eq
ueste
d I
nfo
rmati
on Types of Processing
Types of M
atch
Task ConstructTask Construct
Connections
Types of ProcessingTypes of Processing
Difficult
Persuade
Justify
Explain
Moderate
Compare/Contrast
Summarize
Narrate
Easy
Define/Describe
Sort
Identify
Typ
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on Types of Processing
Types of M
atch
Question Structure
Question StructureQuestion StructureT
ype
of
Req
ues
ted
In
form
atio
n
Type of ProcessingType of M
atch
Question Structure
Question StructureQuestion StructureT
ype
of
Req
ues
ted
In
form
atio
n
Type of ProcessingType of M
atch
Question Structure
Question StructureQuestion StructureT
ype
of
Req
ues
ted
In
form
atio
n
Type of Processing
Type of Match
Sort the objects on the table by purpose.
Purpose
Sort
Cycle
TORI:
TOP:
TOM:
Question Structure
Question StructureQuestion StructureT
ype
of
Req
ues
ted
In
form
atio
n
Type of Processing
Type of Match
Provide evidence to justify the existence of reality.
Evidence
Justify
Generate
TORI:
TOP:
TOM:
Typ
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Types of M
atch
Bloom’s Taxonomy
OldOldSchooSchooll
Bloom’s Taxonomy
NewNewSchooSchooll
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Analysis? Types of M
atch
PartsParts
FunctionsFunctions
ConnectionsConnections
Question Structure
??
Question Structure
?? RequestedRequested
GivenGiven
Question Question PartsParts
Question Structure
Question:Question:Explain how this conference has Explain how this conference has stretched your cognitive carpet?stretched your cognitive carpet?
Given:Given:There is a way this conference has There is a way this conference has stretched your cognitive carpet.stretched your cognitive carpet.
Requested:Requested:What is that way?What is that way?
Question Structure
?? RequestedRequestedto “request” specific to “request” specific information for task information for task completioncompletion
Question Question FunctionsFunctions
GivenGivento “give” specific to “give” specific information for task information for task comprehensioncomprehension
Question Structure
?? RequestedRequestedconnects taskconnects task
and learnerand learner
to information sourceto information source
Question Question ConnectionsConnections
GivenGivenconnects taskconnects task
and learnerand learner
to learning contextto learning context
person1. Who will be the next Prime Minister of Canada?
time2. When was the Periodic Table of Elements published?
amount (units)3. What is the sum of the interior angles for a 20 sided polygon?
theme4. What is the theme of the book “Zen and the Art of Motorcycle Maintenance?”
reason5. Why are there negative numbers?
way6. How is water created?
Question Structure
Typ
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on Types of Processing
Types of M
atch
Point of Reference
GoalGoal
The goal of this presentation The goal of this presentation is to provide you with a is to provide you with a structural overview of structural overview of learning to which a universal learning to which a universal metric for successful metric for successful learning can be applied.learning can be applied.
Thank You!Thank You!
Wiki:Wiki:http://esOttawa09.pbworks.comhttp://esOttawa09.pbworks.com
E-Mail:E-Mail:[email protected]@twcny.rr.com
Point of Reference
Type ofType ofMatchMatch
Typ
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on Types of Processing
Types of M
atch
Task ConstructTask Construct
Connections
Types of MatchTypes of Match
Difficult GenerateGenerate
Moderate IntegrateIntegrate
Easy
CycleCycle
LocateLocate
locate locate locate locate locate locate locate locate
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locate locate locate locate locate locate locate locate
LocateLocateLocate
Cycle
Integrate
Generate
Question Structure
LocateLocateWhat color was the cowboy’s boots?What color was the cowboy’s boots?
Given:Given:
There is a color of the cowboy’s boots.There is a color of the cowboy’s boots.
Requested:Requested:
What is that color?What is that color?
Answer:Answer:
YellowYellow
Blah blah blah blah blah blah blah blah blah blah blah blah blah blah blah the cowboy’s boots were yellow.
Blah blah blah blah blah blah blah blah blah blah blah.
Blah blah blah blah blah blah blah blah blah blah blah.
Blah blah blah blah blah blah blah blah blah.
Question Structure
CycleCycle CycleCycle CycleCycle CycleCycle
CycleCycle CycleCycle CycleCycle CycleCycle
CycleCycle CycleCycle CycleCycle CycleCycle
CycleCycle CycleCycle CycleCycleLocate
Locate
locate locate
CycleCycle
locate locate locate locate locate locate locate locate
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locate locate locate locate locate locate locate locate
Locate
Cycle
Integrate
Generate
Question Structure
CycleCycleWhat are the cowboy’s three pets ?What are the cowboy’s three pets ?
Given:Given:
There are three pets the cowboy has.There are three pets the cowboy has.
Requested:Requested:
What are those three pets?What are those three pets?
Answer:Answer:
ant, slug, ponyant, slug, pony
Blah blah blah blah blah blah blah blah blah blah blah blah blah blah blah blah cowboy’s pet ant and slug.
Blah blah blah blah blah blah blah blah blah blah blah.
Blah blah favorite pet was a pony blah blah blah blah blah blah blah blah.
Blah blah blah blah blah blah blah blah blah.
Question Structure
IntegrateIntegrate IntegrateIntegrate
IntegrateIntegrateCycleCycle CycleCycle
CycleCycleLocate
Locate
locate locate
IntegrateIntegrate
CycleCycle CycleCycle CycleCycle CycleCycle
CycleCycle CycleCycle CycleCycle CycleCycle
CycleCycle CycleCycle CycleCycle CycleCycle
CycleCycle CycleCycle CycleCycleLocate
Locate
locate locate
Locate
Cycle
Integrate
Generate
Question Structure
IntegrateIntegrateWhat word best describes Simon?What word best describes Simon?
Given:Given:
There is a word that best describes There is a word that best describes Simon.Simon.
Requested:Requested:
What is the word?What is the word?
Answer:Answer:
(MEAN, NASTY, CRUEL)(MEAN, NASTY, CRUEL)
Blah blah blah blah blah blah blah blah blah blah blah pulled sister’s hair blah blah blah.
Blah blah kicked cat blah blah blah blah blah.
Blah took baby rattle blah blah blah blah blah blah blah blah.
Blah blah blah blah blah blah blah blah blah.
Question Structure
+
+
= mean
GenerateGenerate
GenerateGenerate
IntegrateIntegrate IntegrateIntegrate
IntegrateIntegrateCycleCycle CycleCycle
CycleCycleLocate
Locate
locate locate
Locate
Cycle
Integrate
Generate
Question Structure
GenerateGenerateIs “The Oldest Profession” the correct Is “The Oldest Profession” the correct title for this document?title for this document?
Given:Given:
There is a title “The Oldest Profession”There is a title “The Oldest Profession”
Requested:Requested:
Is it the correct title?Is it the correct title?
Answer:Answer:
??????
Blah blah blah blah blah blah blah blah blah blah blah blah blah blah blah blah blah blah blah blah.
Blah blah teachers blah blah blah blah blah blah.
Blah education blah blah blah blah blah blah blah blah.
Blah blah blah blah blah blah blah blah blah.
Question Structure
+
+
What is the goal What is the goal of formal of formal education?education?
Match Task ExampleMatch Task Example
Question Structure
Task ConstructTask Construct
Connections
Types of MatchTypes of Match
Difficult GenerateGenerate
Moderate IntegrateIntegrate
Easy
CycleCycle
LocateLocate
A12345
SHOW STUFF
A
Task ConstructTask Construct
Connections
Types of MatchTypes of Match
Difficult GenerateGenerate
Moderate IntegrateIntegrate
Easy
CycleCycle
LocateLocate
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SHOW STUFF
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B
C
Task ConstructTask Construct
Connections
Types of MatchTypes of Match
Difficult GenerateGenerate
Moderate IntegrateIntegrate
Easy
CycleCycle
LocateLocate
C12358
B02468
A12345
D1 2 4 5 8
SHOW STUFF
x1 3 5 7 9
Task ConstructTask Construct
Connections
Types of MatchTypes of Match
Difficult GenerateGenerate
Moderate IntegrateIntegrate
Easy
CycleCycle
LocateLocate
C12358
B02468
A12345
SHOW STUFF
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