ICLS 2000 Proceedings

Assessment Strategies for Learner-Centered Software

Chris Quintana, Eric Fretz, Joseph Krajcik, and Elliot Soloway
Center for Highly Interactive Computing in Education
University of Michigan
1101 Beal Ave.
Ann Arbor, MI 48109
Tel: 734-763-6988, Fax: 734-763-1260
Email: quintana@umich.edu

Abstract: Learners are novices in some work domain that they are trying to work in and learn. Learner-centered design (LCD) is a design approach aimed at developing software to support learners via scaffolding as they try to work in and learn the given work domain. Here, we focus on methods to assess the effectiveness of scaffolding strategies by presenting an initial assessment framework for observing the local "effects with" individual scaffolded features and the global "effects of" the overall software. We describe dimensions by which we can assess scaffolding. We also describe strategies for understanding the "cognitive residue" of the software on the learner to define a more concrete guide for assessing learner-centered scaffolding.

Keywords: learner-centered design, scaffolding, assessment, design process

Preferred Citation Format:
Quintana, C., Fretz, E., Krakcik, J., & Soloway, E. (2000). Assessment Strategies for Learner-Centered Software. In B. Fishman & S. O'Connor-Divelbiss (Eds.), Proceedings of the Fourth International Conference of the Learning Sciences (pp. 254-255). Mahwah, NJ: Erlbaum.

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