Publications - DO NOT EDIT
http://hdl.handle.net/10106/26887
2024-03-28T19:00:05ZThe Trouble With Interpreting Statistically Nonsignificant Effect Sizes in Single-Study Investigations
http://hdl.handle.net/10106/26930
The Trouble With Interpreting Statistically Nonsignificant Effect Sizes in Single-Study Investigations
Levin, Joel R.; Robinson, Daniel H.
In this commentary, we offer a perspective on the problem of authors reporting and interpreting effect sizes in
the absence of formal statistical tests of their chanceness. The perspective reinforces our previous distinction
between single -study investigations and multiple -study syntheses.
0010-06-26T00:00:00ZThe Not-So-Quiet Revolution: Cautionary Comments on the Rejection of Hypothesis Testing in Favor of a “Causal” Modeling Alternative
http://hdl.handle.net/10106/26928
The Not-So-Quiet Revolution: Cautionary Comments on the Rejection of Hypothesis Testing in Favor of a “Causal” Modeling Alternative
Robinson, Daniel H.; Levin, Joel R.
Rodgers (2010) recently applauded a revolution involving the increased use of statistical modeling
techniques. It is argued that such use may have a downside, citing empirical evidence in educational
psychology that modeling techniques are often applied in cross-sectional, correlational studies to produce
unjustified causal conclusions and prescriptive statements.
0016-07-02T00:00:00ZOn the Roles of External Knowledge Representations in Assessment Design
http://hdl.handle.net/10106/26926
On the Roles of External Knowledge Representations in Assessment Design
Mislevy, Robert J.; Behrens, John T.; Bennett, Randy E.; Demark, Sarah F.; Frezzo, Dennis C.; Levy, Roy; Robinson, Daniel H.; Rutstein, Daisy Wise; Shute, Valerie J.; Stanley, Ken; Winters, Fielding I.
Russell, Michael
People use external knowledge representations (KRs) to create, identify, depict, transform,
store, share, and archive information. Learning to work with KRs is central to
becoming proficient in virtually every discipline. As such, KRs play central roles in curriculum,
instruction, and assessment. We describe five key roles of KRs in assessment:
1. An assessment is itself a KR, which makes explicit the knowledge that is
valued, ways it is used, and standards of good work.
2. The analysis of any domain in which learning is to be assessed must include
the identification and analysis of the KRs in that domain.
3. Assessment tasks can be structured around the knowledge, relationships,
and uses of domain KRs.
4. “Design KRs” can be created to organize knowledge about a domain in
forms that support the design of assessment.
5. KRs in the discipline of assessment design can guide and structure
domain analyses (re #2), task construction (re #3), and the creation and
use of design KRs (re #4).
The third and fourth roles are developed in greater detail, through an “evidence-centered”
design perspective that reflects the fifth role. Recurring implications of technology that
leverage the impact of KRs in assessment are highlighted, including task design supports
and automated task construction and scoring. Ideas are illustrated with “generate examples”
tasks and simulation tasks for computer network design and troubleshooting.
Illuminating the Effects of Dynamic Lighting on Student Learning
http://hdl.handle.net/10106/26916
Illuminating the Effects of Dynamic Lighting on Student Learning
Mott, Michael S.; Robinson, Daniel H.; Walden, Ashley; Burnette, Jodie; Rutherford, Angela S.
Light is universally understood as essential to the human condition. Yet light quality varies substantially in nature and in
controlled environments leading to questions of which artificial light characteristics facilitate maximum learning. Recent
research has examined lighting variables of color temperature, and illumination for affecting sleep, mood, focus, motivation, concentration, and work and school performance. This has resulted in artificial light systems intended to support human beings in their actualization through dynamic lighting technology allowing for different lighting conditions per task. A total of 84 third graders were exposed to either focus (6000K-100fc average maintained) or normal lighting. Focus lighting led to a higher percentage increase in oral reading fluency performance (36%) than did control lighting (17%). No lighting effects were found for motivation or concentration, possibly attributable to the younger age level of respondents as compared with European studies. These findings illuminate the need for further research on artificial light and learning.