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Gregory K.W.K. Chung, UCLA / CRESST Davina C.D. Klein, UCLA / CRESST

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Evaluating the Impact of the Interactive Multimedia Exercises (IMMEX) Program: Measuring the Impact of Problem-Solving Assessment Software. Gregory K.W.K. Chung, UCLA / CRESST Davina C.D. Klein, UCLA / CRESST Tina C. Christie, UCLA / CRESST Roy S. Zimmermann, UCLA / CRESST

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slide1
Evaluating the Impact of the Interactive Multimedia Exercises (IMMEX) Program: Measuring the Impact of Problem-Solving Assessment Software

Gregory K.W.K. Chung, UCLA / CRESST

Davina C.D. Klein, UCLA / CRESST

Tina C. Christie, UCLA / CRESST

Roy S. Zimmermann, UCLA / CRESST

Ronald H. Stevens, UCLA School of Medicine

UCLA Graduate School of Education & Information StudiesCenter for the Study of EvaluationNational Center for Research on Evaluation, Standards, and Student Testing

Annual Meeting of the American Educational Research Association

April 24, 2000

overview
Overview
  • IMMEX overview
  • Evaluation questions, design, findings
  • Focus on barriers to adoption
  • Implications for the future
implementation context
Implementation Context
  • Los Angeles Unified School District
    • 697,000 students, 41,000 teachers, 790 schools (1998)
    • Average class size: 27 (1998-99)
    • Limited English Proficiency (LEP): 46% of students (1998-99)
    • 2,600 classrooms have Internet access (1998-99)
immex program goal
IMMEX Program Goal
  • Improve student learning via the routine use of IMMEX assessment technology in the classroom
    • Explicitly link assessment technology with classroom practice, theories of learning, and science content
    • Provide aggressive professional development, IMMEX, and technology support
immex program problem solving assessment software
IMMEX ProgramProblem Solving Assessment Software
  • Problem solving architecture:
    • Students presented with a problem scenario, provided with information that is relevant and irrelevant to solving problem
    • Problem solving demands embedded in design of information space and multiple problem sets (e.g., medical diagnosis)
    • Performance: # completed, % solved
    • Process: Pattern of information access yields evidence of use of a particular problem solving strategy (e.g., elimination, evidence vs. conjecture, cause-effect)
immex program theory of action
IMMEX Program: Theory of Action

Quality teacher training

Deeper teacher understanding of science content

Greater teacher facility with technology

Use of IMMEX to assess students

Greater teacher understanding of students

Better classroom teaching

Increased student outcomes

Individual teacher differences

Use of IMMEX to instruct students

evaluation questions
Evaluation Questions
  • Implementation: Is the IMMEX software being implemented as intended?
  • Impact: How is IMMEX impacting classrooms, teachers, and students?
  • Integration: How can IMMEX best be integrated into the regular infrastructure of schooling?
evaluation methodology
Evaluation Methodology
  • Pre-post design
    • Y1, Y2: Focus on teachers and classroom impact
    • Y3, Y4: Focus on student impact
  • Examine impact over time
evaluation methodology1
Evaluation Methodology
  • Instruments
    • Teacher surveys: demographics, teaching practices, attitudes, usage, perceived impact
    • Teacher interviews: barriers, integration, teacher characteristics
    • Student surveys: demographics, perceived impact, attitudes, strategy use
evaluation methodology2
Evaluation Methodology
  • Data collection:
    • Year 1:Spring 99
    • Year 2:Fall 99/Spring 00
    • Year 3, 4: Fall/Spring 01, Fall/Spring 02
  • Teacher sample
    • Y1: All IMMEX-trained teachers (~240): 45 responded to survey, 9 interviewed
    • Y2 Fall 99: 1999 IMMEX users (38): 18 responded to survey, 8 interviewed
evaluation methodology3
Evaluation Methodology

Year 1

Year 2

Year 3

Year 4

  • Teacher sample
    • Y1: Sample all teachers who were trained on IMMEX (~240)
      • 45 responded to survey, 9 interviewed
    • Y2 Fall: Sample all confirmed 1999 users (38)
      • 18 responded to survey, 8 interviewed

Spr 99

Fall 99

Spr 00

Fall 00

Spr 01

Fall 01

Spr 01

results
Results
  • Teacher surveys:
    • High satisfaction with participation in IMMEX program
    • Once a month considered high, more often few times (< 7 times) a school year
    • Implementation: assessing students’ problem solving, practice integrating their knowledge
    • Impact: use of technology, exchange of ideas with colleagues, teaching effectiveness
results1
Results
  • Teacher interviews:
    • In general, IMMEX teachers have a very strong commitment to teaching and student learning
      • Passionate about their work, committed to students and the profession, engage in a variety of activities (school and professional), open to new teaching methods
      • Strong belief in the pedagogical value of IMMEX
results2
Results
  • Teacher interviews:
    • In general, IMMEX teachers are willing to commit the time and effort required to implement IMMEX
      • Able to deal with complexity of implementation logistics
      • Highly motivated, organized, self-starters
results3
Results
  • Teacher interviews: General barriers
    • Lack of computer skills
    • Lack of computers
    • Classroom challenges
results4
Results
  • Teacher interviews: IMMEX barriers
    • User-interface
    • Lack of problem sets / Weak link to curriculum
    • Amount of time to implement IMMEX in classroom
    • Amount of time to author IMMEX problem sets
addressing barriers
Addressing Barriers

Barriers

How Addressed

Computer related

Basic computer skills instruction, rolling labs, on-demand technical support, Web version

Implementation

Full-service model

Problem sets

>100 problem sets, authoring capability, ongoing problem set development

Authoring, Curriculum,

Finely-tuned development workshops, stipend, documentation, curriculum guides

Experienced, dedicated, focused staff with teaching and research experience

implications
Implications
  • Short-term
    • No widespread adoption by teachers
      • too many barriers for too many teachers
      • only highly motivated likely to adopt
      • full-service model evidence of difficulty of adoption
    • Learn from the “A-team”
      • high usage teachers represent best practices
    • Establish deployment infrastructure
implications1
Implications
  • Long-term
    • Problem solving instruction and assessment will remain relevant
    • Computer barriers: lowered (computer access, skills)
    • Time-to-Implement barriers: lowered (problem set expansion, Web access, automated scoring and reporting)
    • Time-to-Author barriers: ???(reduction in mechanics of authoring, problem set expansion; conceptual development of problem sets remains a constant)
contact information
Contact Information

For more information about the evaluation:

Greg Chung ([email protected])

www.cse.ucla.edu

For more information about IMMEX:

Ron Stevens ([email protected])

www.immex.ucla.edu

immex program
IMMEX Program
  • First used for medical school examination in 1987
  • First K-12 deployment context (content development, teacher training, high school use) between 1990-92
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