Most educators would agree that they want their students to develop a deep framework of robust and transferrable knowledge. However, eliciting reliable evidence of this requires that we go beyond the typical types of questions often found in exams and quizzes, or even on concept inventories. To understand how students use knowledge, it is important to design assessment items that go beyond rote calculations or memorization of facts and procedures. In this presentation I will discuss our work on designing and implementing assessment items that can be scored by the level of sophistication of the students response, rather than whether the student got the answer right or wrong.<br/>

Designing and using assessments items that provide evidence about depth of understanding

253rd National Meeting (2017)

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