Using Computer Simulations to Assesss Hands-On Science Learning 1

Two methods of assessing student learning of a hands-on instructional unit are compared. One method involves manipulation of concrete materials, and the other method involves manipulation of icons on a computer to solve an electric circuits problem. Sixth-grade students in an inquiry-based science program completed both assessments separated by three weeks. Results indicated that although mean performance was the same for each method, individual student performance varied considerably. Implications for use of computer simulations as an alternative to hands-on assessment are discussed. KEY WORDS: Science assessment; performance assessment; computer assessment. INTRODUC~ON Computers offer a unique opportunity to link as-sessment with teaching and learning because they can provide an open-ended, unconstrained environ-ment for conducting science investigations (Pine et al., 1991). Although development costs are consid-erable, computer assessments offer a number of ad-vantages over hands-on assessments (e.g., Helgeson and Kumar, 1993; Shavelson and Baxter, 1992). First, simulations are less costly and time consuming to ad-minister than hands-on assessments, in part because large numbers of students can be tested simultane-ously if sufficient computers are available. Second, computers maintain a full record of performance, so teachers and students can review problem-solving processes. Third, simulations offer the opportunity to teach and assess areas that are impractical to do hands-on such as genetics experiments or model