Development and Evaluation of the Nebraska Assessment of Computing Knowledge

One way to increase the quality of computing education research is to increase the quality of the measurement tools that are available to researchers, especially measures of students’ knowledge and skills. This paper represents a step toward increasing the number of available thoroughly-evaluated tests that can be used in computing education research by evaluating the psychometric properties of a multiple-choice test designed to differentiate undergraduate students in terms of their mastery of foundational computing concepts. Classical test theory and item response theory analyses are reported and indicate that the test is a reliable, psychometrically-sound instrument suitable for research with undergraduate students. Limitations and the importance of using standardized measures of learning in education research are discussed

Fostering Metacognition in K-12 Classrooms: Recommendations for Practice

This article makes the case for why it is important for educators to intentionally foster students’ metacognition. Metacognition is often defined as thinking about thinking, but it is more complete to describe it as including knowledge, awareness, and control of one’s own cognition and human cognition in general. Two primary components of metacognition, knowledge of cognition and regulation of cognition, are presented and described with regard to learning contexts. Metacognition grows as part of cognitive development and can also be further enhanced through instruction at all levels of schooling. Research that indicates metacognition can be increased through instruction and is associated with academic achievement is reviewed. Steps for embedding metacognition instruction are described and principles for incorporating metacognition instruction into classroom instruction are presented. Metacognition instruction, including strategy instruction, may be either implicit or explicit, and can and should be incorporated into typical classroom instruction

Fostering Metacognition in K-12 Classrooms: Recommendations for Practice

This article makes the case for why it is important for educators to intentionally foster students’ metacognition. Metacognition is often defined as thinking about thinking, but it is more complete to describe it as including knowledge, awareness, and control of one’s own cognition and human cognition in general. Two primary components of metacognition, knowledge of cognition and regulation of cognition, are presented and described with regard to learning contexts. Metacognition grows as part of cognitive development and can also be further enhanced through instruction at all levels of schooling. Research that indicates metacognition can be increased through instruction and is associated with academic achievement is reviewed. Steps for embedding metacognition instruction are described and principles for incorporating metacognition instruction into classroom instruction are presented. Metacognition instruction, including strategy instruction, may be either implicit or explicit, and can and should be incorporated into typical classroom instruction

The Influence of Context on Metacognition and Its Measurement

Metacognition enhances students’ efforts to effectively self-regulate their learning. It is a multifaceted construct that includes metacognitive knowledge, metacognitive regulation, and metacognitive experiences. Metacognition theory clearly indicates that metacognitive regulation should be impacted by the context in which the learning takes place, but little empirical research has attempted to show this effect of context on metacognitive regulation. The purpose dissertation of this was to investigate how context influences undergraduate students’ use of metacognitive regulation. To this end, an instrument (the Metacognition Inventory for Post-Secondary Students; MIPSS) that assesses metacognitive knowledge globally and metacognitive regulation as a context-dependent construct was created and evaluated through item analysis and factor analysis. Then, within-person differences in metacognitive regulation were examined, measures of metacognition and self-regulated learning (SRL) were associated with each other and used to predict academic achievement. Results indicated the MIPSS has a bi-factor structure, metacognitive regulation is influenced by the course and activity associated with the regulation, and associations among metacognition and SRL scales and achievement tend to follow theoretical predictions. Limitations and future directions for research are discussed. Advisor: Anthony D. Alban

How fast can Evangelion run? Application of aerodynamics and scaling laws to the Super Robot

Super robots are huge, powerful robots that protect mankind from various invaders, and thus these superheroes are the main figures in many science fiction movies and Japanese animations. Among them, Evangelions have been a very popular type of super robot since the 1990s given that the animation series Neon Genesis Evangelion has been globally influential in various pop cultures. Evangelions (also called Evas) are cyborgs comprised of huge human body and robotic systems, and in the animation series, they often run at seemingly high speeds, which is quite different from traditional super robots. In this paper, we attempt to estimate the running speed of Evangelions based on known scientific facts. First, we measured the running speed of Eva Unit 01 (Eva-01) to be between 910 and 980 m/s based on its step length measured in movie scenes, and the Mach cone formed behind Eva-01. Second, we employed scaling laws known for animals and find that the maximum running speed of Eva-01 is 0.9 m/s. This striking difference between the anime-based speed and the physics-based speed raises a question as to how Eva-01 can run at such a high speed, and we conjecture that the cyborg can do so due to internally stored electrical power

Development and Validation of the Computational Thinking Concepts and Skills Test

Calls for standardized and validated measures of computational thinking have been made repeatedly in recent years. Still, few such tests have been created and even fewer have undergone rig- orous psychometric evaluation and been made available to re- searchers. The purpose of this study is to report our work in de- veloping and validating a test of computational thinking concepts and skills and to compare different scoring methods for the test. This computational thinking exam is intended to be used in com- puting education research as a common measure of computational thinking so that the research community will be able to make more meaningful comparisons across samples and studies. The Computational Thinking Concepts and Skills Test (CTCAST) was administered to students in several courses, evaluated and revised, and then administered to another group of students. Part of the revision included changing half of the items to a multiple-select format. The test scores using the three scoring methods were com- pared to each other and to scores on a different test of core com- puter science knowledge. Results indicate the CTCAST and the test of core computer science knowledge measure similar, but not identical, aspects of students’ knowledge and skills, and that item- level statistics vary according to the scoring method that is used. Recommendations for using and scoring the test are presented

Development and Validation of the Computational Thinking Concepts and Skills Test

Calls for standardized and validated measures of computational thinking have been made repeatedly in recent years. Still, few such tests have been created and even fewer have undergone rig- orous psychometric evaluation and been made available to re- searchers. The purpose of this study is to report our work in de- veloping and validating a test of computational thinking concepts and skills and to compare different scoring methods for the test. This computational thinking exam is intended to be used in com- puting education research as a common measure of computational thinking so that the research community will be able to make more meaningful comparisons across samples and studies. The Computational Thinking Concepts and Skills Test (CTCAST) was administered to students in several courses, evaluated and revised, and then administered to another group of students. Part of the revision included changing half of the items to a multiple-select format. The test scores using the three scoring methods were com- pared to each other and to scores on a different test of core com- puter science knowledge. Results indicate the CTCAST and the test of core computer science knowledge measure similar, but not identical, aspects of students’ knowledge and skills, and that item- level statistics vary according to the scoring method that is used. Recommendations for using and scoring the test are presented

Development and Validation of the Computational Thinking Concepts and Skills Test

Calls for standardized and validated measures of computational thinking have been made repeatedly in recent years. Still, few such tests have been created and even fewer have undergone rig- orous psychometric evaluation and been made available to re- searchers. The purpose of this study is to report our work in de- veloping and validating a test of computational thinking concepts and skills and to compare different scoring methods for the test. This computational thinking exam is intended to be used in com- puting education research as a common measure of computational thinking so that the research community will be able to make more meaningful comparisons across samples and studies. The Computational Thinking Concepts and Skills Test (CTCAST) was administered to students in several courses, evaluated and revised, and then administered to another group of students. Part of the revision included changing half of the items to a multiple-select format. The test scores using the three scoring methods were com- pared to each other and to scores on a different test of core com- puter science knowledge. Results indicate the CTCAST and the test of core computer science knowledge measure similar, but not identical, aspects of students’ knowledge and skills, and that item- level statistics vary according to the scoring method that is used. Recommendations for using and scoring the test are presented

Fostering Metacognition in the Middle School Classroom: An Exploration of Teachers\u27 Practices

This thesis investigated how middle school teachers foster metacognition through instruction. Metacognition is the knowledge and awareness of one’s thinking as well as monitoring and control of thought processes. Metacognition is related to student achievement and can be increased through both implicit and explicit instruction. Explicit instruction takes place when the teacher points out, explains, or discusses the benefits of metacognition. Implicit instruction occurs when the teacher models or prompts the use of metacognition without expressly acknowledging or discussing it. This thesis used both quantitative and qualitative methods to determine the extent that metacognition is fostered in middle school classrooms and the beliefs and efforts of teachers who frequently make metacognition part of their teaching. Participants were middle school teachers from a medium-sized city in the Midwest. Data was collected in three phases: the Survey Phase, the Observation Phase, and the Interview Phase. Participants completed a survey on classroom practices that foster metacognition. Five participants who completed the survey were observed teaching for two class periods. Observations focused on what teachers did and said to foster metacognition. Four participants who were observed were then interviewed. Interviews focused on the role of metacognition in participants’ classrooms and influences on participants’ use of metacognition instruction. Results indicated that previous research has underestimated the amount of metacognition instruction that takes place in classrooms, that teachers intentionally foster metacognition in a variety of ways, and that teachers use more implicit instruction than explicit instruction. Implications for teacher training are discussed. Adviser: Kenneth A. Kiewr

The Influence of Context on Metacognition and Its Measurement

Metacognition enhances students’ efforts to effectively self-regulate their learning. It is a multifaceted construct that includes metacognitive knowledge, metacognitive regulation, and metacognitive experiences. Metacognition theory clearly indicates that metacognitive regulation should be impacted by the context in which the learning takes place, but little empirical research has attempted to show this effect of context on metacognitive regulation. The purpose dissertation of this was to investigate how context influences undergraduate students’ use of metacognitive regulation. To this end, an instrument (the Metacognition Inventory for Post-Secondary Students; MIPSS) that assesses metacognitive knowledge globally and metacognitive regulation as a context-dependent construct was created and evaluated through item analysis and factor analysis. Then, within-person differences in metacognitive regulation were examined, measures of metacognition and self-regulated learning (SRL) were associated with each other and used to predict academic achievement. Results indicated the MIPSS has a bi-factor structure, metacognitive regulation is influenced by the course and activity associated with the regulation, and associations among metacognition and SRL scales and achievement tend to follow theoretical predictions. Limitations and future directions for research are discussed. Advisor: Anthony D. Alban