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

\bibitem{asee_peer_18517}
  Stohlmann, M. S., \& Moore, T. J., \& Kim, Y. R., \& Park, M. S., \& Roehrig, G. (2011, June), \emph{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

Micah S. Stohlmann, Tamara J. Moore, Young Rae Kim, Mi Sun Park, and Gillian Roehrig.  "The Development of an Instructional and Assessment Tool From Student Work on a Model-Eliciting Activity".  2011 ASEE Annual Conference & Exposition, Vancouver, BC, 2011, June.  ASEE Conferences, 2011.  https://peer.asee.org/18517 Internet.  16 Apr, 2025

\bibitem{asee_peer_18517}
  Micah S. Stohlmann, Tamara J. Moore, Young Rae Kim, Mi Sun Park, and Gillian Roehrig.
  "The Development of an Instructional and Assessment Tool From Student Work on a Model-Eliciting Activity".
  \emph{2011 ASEE Annual Conference \& Exposition, Vancouver, BC, 2011, June}.
  ASEE Conferences, 2011.
  https://peer.asee.org/18517 Internet.  16 Apr, 2025

@INPROCEEDINGS{asee_peer_18517
author = "Micah S. Stohlmann, Tamara J. Moore, Young Rae Kim, Mi Sun Park, and Gillian Roehrig"
title = "The Development of an Instructional and Assessment Tool From Student Work on a Model-Eliciting Activity"
booktitle = "2011 ASEE Annual Conference \& Exposition"
year = "2011"
month = "June"
address = "Vancouver, BC"
publisher = "ASEE Conferences"
note = {https://peer.asee.org/18517}
number = {10.18260/1-2--18517}
}

TY  - CPAPER
AB  -        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.  
AU  - Micah S. Stohlmann
AU  - Tamara J. Moore
AU  - Young Rae Kim
AU  - Mi Sun Park
AU  - Gillian Roehrig
CY  - Vancouver, BC
DA  - 2011/06/26
PB  - ASEE Conferences
TI  - The Development of an Instructional and Assessment Tool From Student Work on a Model-Eliciting Activity
UR  - https://peer.asee.org/18517
DO  - 10.18260/1-2--18517
ER  -