Harnessing technology to improve formative assessment of student conceptions in STEM: forging a national network. Journal Article uri icon



  • Concept inventories, consisting of multiple-choice questions designed around common student misconceptions, are designed to reveal student thinking. However, students often have complex, heterogeneous ideas about scientific concepts. Constructed-response assessments, in which students must create their own answer, may better reveal students' thinking, but are time- and resource-intensive to evaluate. This report describes the initial meeting of a National Science Foundation-funded cross-institutional collaboration of interdisciplinary science, technology, engineering, and mathematics (STEM) education researchers interested in exploring the use of automated text analysis to evaluate constructed-response assessments. Participants at the meeting shared existing work on lexical analysis and concept inventories, participated in technology demonstrations and workshops, and discussed research goals. We are seeking interested collaborators to join our research community.

publication date

  • January 1, 2011

has restriction

  • hybrid

Date in CU Experts

  • January 3, 2017 3:54 AM

Full Author List

  • Haudek KC; Kaplan JJ; Knight J; Long T; Merrill J; Munn A; Nehm R; Smith M; Urban-Lurain M

author count

  • 9

Other Profiles

Electronic International Standard Serial Number (EISSN)

  • 1931-7913

Additional Document Info

start page

  • 149

end page

  • 155


  • 10


  • 2