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The Development of an Instructional and Assessment Tool From Student Work on a Model-Eliciting Activity

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2011 ASEE Annual Conference & Exposition


Vancouver, BC

Publication Date

June 26, 2011

Start Date

June 26, 2011

End Date

June 29, 2011



Conference Session

K-12 Students and Teachers

Tagged Division

Educational Research and Methods

Page Count


Page Numbers

22.1440.1 - 22.1440.15



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Paper Authors


Micah S. Stohlmann University of Minnesota

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Micah Stohlmann is a Math Education doctoral student in Curriculum and Instruction at the University of Minnesota where he also received his M.Ed in Math Education. He also is minoring in statistics education. Previously, he taught high school math in California and Minnesota. His research interests include STEM integration, cooperative learning, elementary education, and the effective use of technology.

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Tamara J. Moore University of Minnesota, Twin Cities Orcid 16x16

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Tamara J. Moore is the Co-Director of the University of Minnesota’s STEM Education Center and an Assistant Professor of mathematics and engineering education in the Department of Curriculum and Instruction. Her research is centered on the integration of STEM concepts in K-12 and higher education mathematics and engineering classrooms. Her research agenda focuses on models and modeling as a curricular approach and working with educators to shift their expectations and instructional practice to facilitate effective STEM integration.

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Young Rae Kim University of Minnesota, Twin Cities

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I am a graduate student in Mathematics Education in the department of Curriculum and Instruction at the University of Minnesota. I received my B.S. and M.S. in Mathematics in Korea. I am a former secondary mathematics teacher in Korea. My research interests encompass curriculum development to foster the growth of students’ mathematical thinking, problem solving-based mathematics teaching at the secondary and undergraduate levels, and teacher education, with heavy emphasis on interdisciplinary contexts and collaborative learning.

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Mi Sun Park University of Minnesota, Twin Cities

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I am a Mathematics education graduate student at the University of Minnesota. I earned my B.S. and M.S. in Mathematics in South Korea. My research interests include developing students' collaborative learning and problem solving skill. My interests are also in creating a new curriculum and producing creative teachers.

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Gillian Roehrig University of Minnesota Orcid 16x16

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The Development of an Instructional and Assessment Tool From Student Work on a Model-Eliciting ActivityModel-Eliciting Activities (MEAs) are interdisciplinary, engineering based problems setin a realistic context with a client. MEAs allow researchers and teachers to observestudents’ development of conceptual models as they go through the cycle of express, test,and revise with their solutions. MEAs are based on the Models and Modeling Perspectivethat focuses on problem solving that involves differentiating, integrating, reorganizing,adapting, or extending interpretation systems. Multi-tiered research designs have proveneffective in research driven by the Models and Modeling Perspective. While students aredeveloping conceptual models teachers and researchers can develop conceptual tools andrevise their ways of thinking as well. MEAs are being used increasingly in K-Collegelevel classes. Research tools that can be used for instruction and assessment with MEAsare needed. This paper will describe the development of such a research tool. CognitiveTask Analysis was used to create a task model that details the subtasks necessary tocomplete the MEA successfully. The task model can identify the knowledge, thoughtprocesses, and goals that underlie a task. High school students’ work from an MEA wascoded on each of the subtasks based on three categories of naïve, routine, orsophisticated.    The development of the task model and its subsequent use for the analysis of studentwork on the MEA provides information relevant for researchers and teachers. Benefits ofdeveloping a task model for a MEA for teachers include having a tool for assessingstudent work, as well as being able to provide timely feedback to students when they areworking on the MEA. The benefits for researchers include having a better understandingof students’ problem solving procedures and being able to identify studentmisconceptions and mathematical constructs.  

Stohlmann, M. S., & Moore, T. J., & Kim, Y. R., & Park, M. S., & Roehrig, G. (2011, June), The Development of an Instructional and Assessment Tool From Student Work on a Model-Eliciting Activity Paper presented at 2011 ASEE Annual Conference & Exposition, Vancouver, BC. 10.18260/1-2--18517

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