AACR | Beyond Multiple Choice

Understanding undergraduate students conceptions in science: Using lexical analysis software to analyze students constructed responses in biology

Rosa Moscarella, Mark Urban-Lurain, Brett Merritt, Tammy Long, Gail Richmond, John Merrill, Joyce Parker, Ronald Patterson, Christopher Wilson, 2008

How do biology undergraduates "explain" photosynthesis? Investigating student responses to different constructed response question stems

Michele Weston, Kevin Haudek, Luanna Prevost, Casey Lyons, Mark Urban-Lurain, John Merrill, 2012

Insight into student thinking in STEM: Lessons learned from lexical analysis of student writing

Mark Urban-Lurain, Rosa Moscarella, Kevin Haudek, Emma Giese, John Merrill, Duncan Sibley, 2010

Deciphering Student Ideas on Thermodynamics Using Computerized Lexical Analysis of Student Writing

Luanna Prevost, Kevin Haudek, John Merrill, Mark Urban-Lurain, 2012

Using lexical analysis software to understand student knowledge transfer between chemistry and biology

Kevin Haudek, Rosa Moscarella, Mark Urban-Lurain, John Merrill, Ryan Sweeder, Gail Richmond, 2009

Beyond Multiple Choice: Automated Analysis of student Writing Reveals Heterogeneous Student Thinking in STEM [Presentation]

Luanna Prevost, 2012

Human vs. Computer Diagnosis of Students Natural Selection

Ross Nehm, H. Haertig, 2012

Examining student constructed explanations of thermodynamics using lexical analysis

Luanna Prevost, Kevin Haudek, Mark Urban-Lurain, John Merrill, 2012

The genetics concept assessment: A new concept inventory for gauging student understanding of genetics

Michelle Smith, William Wood, Jennifer Knight, 2008

Students' analogies as instructional and assessment tools in earth systems science

Emma Giese, Duncan Sibley, 2009

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