Insertions: Other than Body Insertions: Other than Body Text in Microsoft Word Text in Microsoft Word

Graham SeibertGraham Seibert

Copyright 2006Copyright 2006This is a draft version of one segment of a large syllabus. I need your feedback to improve it. There is a voice recorder for you to capture your suggestions during the presentation.

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Types of formatted insertionsTypes of formatted insertions

Text BoxesText Boxes

GraphicsGraphics

TablesTables

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Insertion Insertion ExamplesExamples

Introduction to Design Layers

Figure 1 presents the sequence of steps described by Baxter and Mislevy (2005)

in the design and delivery of an assessment. Each layer pertains to a conceptual, structural, or operational level of assessment design or delivery; although the types of knowledge representations within each layer are fairly self-contained, layers inform or are informed by other layers. The layers of test design are domain analysis, domain modeling, conceotual assessment framework, assessment implementation, and assessment delivery. The goal of domain analysis, the broadest and most abstract layer, is to identify what is considered valued knowledge in the domain of interest (e.g., what students need to know), the situations in which people would use this knowledge as they interact with the environment and other people, and how people use their knowledge (including rich descriptions of tasks in which the knowledge is utilized). This information is best captured in document format; the structure imposed by PADI templates and tools is useful at other layers (subsequently described) after the global assessment objectives have been defined.

Figure 1. PADI Evidence Centered Design: Stages and Work Products, overlaid with Four Process

Inserting a Inserting a graphicgraphicInserting a Inserting a tabletableInserting an Inserting an object such object such as an Excel as an Excel chartchart

Inserting a Inserting a Text BoxText Box

Assembly Model A valid assessment needs to include the right balance of items to cover all the domains and psycho-metric properties of interest, with enough items loading on each of those dimensions to allow drawing inferences that are valid within predefined limits of statistical error. The Assembly function in Mystery Powders amounts to choosing appropriately difficult items to present to the examinee. The two Student Model Variables, Domain Knowledge and Inquiry Skill are updated upon the completion of each item. Since the Mystery Powders program items are tagged with only a single difficulty parameter, the program uses the average of two SMVs for adaptive testing. It selects an unused item with a difficulty that approximately matches the examinee's estimated ability.

Implementation Mystery Powders is a deterministic assessment. We worked out its logic in the spreadsheet mockup described above. We found that the universe of items and outcomes is sufficiently small that every situation can be evaluated precisely. Its metrics are:

62 possible combinations of between 1 and 5 of the 6 powders. 480 items, an item being a powder combination and the minimum and maximum

numbers given to the examinee. 24 individual observations, as shown in Table 4. 1062 unique combinations of the observations shown in Table 4. 4099 unique combinations of tests and powders, each of which results in one of the 1062

combinations of observations above. 4251 unique combinations of the observations, minimum and maximum, with which are

associated the conclusions that the examinee can make from them. 32145 combinations of prior observations, minimum, maximum, and next test selected, to

be rated by the relative strength of the next test selected. The assessment is table-driven. The Mystery Powders assessment selects an item from the Item Difficulty database, uses the Observations database to determine what the examinee saw as a result of the chosen test, uses the Optimals database to determine the relative efficiency of the next test the examinee chose, and uses the Deductions database to compare the examinee's actual deductions about the powder with those that could be made from available evidence.

Table 4. Possible observations in Mystery Powders Visual Water Iodine Vinegar Heat Taste No Obs. No Obs. No Obs. No Obs. No Obs. No Obs. Crystal Dissolve Not blue No Fizz Nothing Tasteless Powder Gooey mess Blue Fizz Brown Sweet Mixture Lumpy/muddy Caramelize Salty Lumpy/hardens Sweet&Salty

Whether the student acts when the evidence indicates that a flag can be set is a function of both the student's true domain-knowledge theta and true inquiry skills theta. Note that after six tests have been performed the student must have set flags for all six powders. The program will force the correct action, which is to set any flags that remain unset after the sixth test. We assume a Rasch likelihood model controls whether or not student acts correctly as a factor of whether or not evidence is present. Since this is dichotomous, a Rasch-shaped function is applicable. We use an offset parameter to center the probably of getting each independent observation correct at a student theta below zero, reflecting the fact that most students will realize when they need to act. Moreover, we reassess the flags after each test. Prior flag settings do not influence the way they are set based on the evidence available after the current test. The second probability in the computation is, if the student acts, is the decision correct? This is dichotomous right/wrong. It amounts to In/Out, except when flour is indeterminate, in which case it is indeterminate (correct) or something else (wrong). A 3-factor Rasch model would apply for the actual settings, with a floor of P=.5, representing a dichotomous random guess for the powder, going up to P=1. We have no knowledge about the slope of the characteristic curve, so can leave out a discrimination factor. In the final analysis a student with the lowest theta has a 50% chance of guessing right and the highest will presumably know. The 3PL model simplifies to a simple 1PL Rasch equation. A constant of .5 covers the luck factor, and a Rasch curve describes skill for the other half of the probability interval. If, however, the student sets a flag without enough evidence to do so, the setting will be made as dichotomous random variable. This is not exactly accurate, as a real student might realistically jump the gun after ruling out many probabilities, but the logic would be more complex to simulate than is worth the effort. Efficiency Settings

Figure 5. Likelihood of making each possible choice among four, ranked by power of test

Probability of Each Selection Among Four, By Ability

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Cumulative Chance of a good choice among four, by Ability

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Mystery Powders is typically a lab experiment for middle school science participants. The students are given a white powder to evaluate, usually a combination of two or three white powders. Their task is to observe the outcomes of applying laboratory processes and reagents to the mystery powder and use their observations to deduce its composition. The student work products are consistent with the tempo of a lab-based assessment. Exhibit 2 shows a typical worksheet and a bit of the rubric used to score it. The student is asked to write a complete description of what he or she has seen, The assignment is usually graded on some combination of the students’ lab notes, lab technique, ability to work collaboratively, reasoning processes, and the accuracy of their conclusions.

Principled Assessment Design for Inquiry (PADI) The Principled

Assessment Designs for Inquiry (PADI) Project, which is in its fourth year of funding from the National Science Foundation (REC-0129331), focuses on the design of evidence-centered assessments in science inquiry. A collaborative partnership among SRI International, the University of Maryland, the University of California, Berkeley, the Lawrence Hall of Science, and the BioKIDS project at the University of Michigan, PADI has developed a conceptual framework, an online assessment design system, and related resources to support the design of rigorous, evidence-centered assessments.

PADI is useful beyond its service as an acronym to identify this body of work. Each letter is a memory peg. “Principled” connotes something having more to do with science than art; structured, repeatable, predictable and theory-based. “Assessment” means some kind of measure of student abilities. “Design” signifies the process of conceiving and developing assessment designs or blueprints. “Inquiry” refers to scientific inquiry, our domain of interest.

To capture the key features of evidence-centered design, we turn to Baxter and Mislevy (2005, p.2), who identify four critical questions that guide the evidence-centered approach to assessment design in the area of science inquiry:

“(1) What does it mean to know and do inquiry? (2) What constitutes evidence of knowing? (3) How can that evidence be elicited from students? (4) What are the appropriate statistical techniques for making valid

inferences about what students know from what students do?” Risconscente and Mislevy (2005) organize the information elicited by these four questions into a four-part Conceptual Assessment Framework (CAF). The CAF provides

A Student Model is a multidimensional model of the student knowledge, skills and abilities (KSAs) to be addressed by the assessment, populated with the current state of knowledge about those KSAs for a particular student. The student model asks “What does it mean to know and do inquiry?” This would include a number of dimensions such as observational skills, laboratory skills, deductive reasoning skills, writing skills, and other skills depending on the assessment task.

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NestingNestingInsertionsInsertions

Layers of nestingLayers of nesting– The text itself, thenThe text itself, then– Drawing Canvases, Drawing Canvases,

which are optional, which are optional, – Then:Then:

PicturesPictures

Text BoxesText Boxes

Drawing ObjectsDrawing Objects

Word can control stackingWord can control stacking

Drawing CanvasHENRY VIII, the unconquered King of England, a prince adorned with all the virtues that become a greatmonarch, having some differences of no small consequence with Charles, the most serene Prince of Castile, sentme into Flanders, as his ambassador, for treating and composing matters between them. I was colleague and

companion to that incomparable man Cuthbert Tonstal, whom the King with such universal applause lately madeMaster of the Rolls, but of whom I will say nothing; not because I fear that the testimony of a friend will be

A Text Box Superim-posed over Other Objects

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Text BoxesText BoxesInsert→Text BoxInsert→Text Box The drawing canvas that automatically shows upThe drawing canvas that automatically shows up– Purpose: to hold objects that will move as a groupPurpose: to hold objects that will move as a group– Drawback: Resizing both the canvas and text box is double Drawback: Resizing both the canvas and text box is double

workwork

To avoid using the drawing To avoid using the drawing canvas: Click outside the canvas: Click outside the canvas to create your text boxcanvas to create your text boxTo prevent it from automatically showing up, To prevent it from automatically showing up, uncheck: uncheck: Tools→Options→General→Automatically Tools→Options→General→Automatically Create Drawing CanvasCreate Drawing CanvasFormatting within a text box:Formatting within a text box:– A style establishes paragraph and font formattingA style establishes paragraph and font formatting

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Formatting the Formatting the text box itselftext box itself

Format→Text BoxFormat→Text Box

Colors and LinesColors and Lines– Color behind the textColor behind the text– Thickness, color and Thickness, color and

style of the borderstyle of the border

Internal marginsInternal margins– Distance between Distance between

borders and text inside borders and text inside the boxthe box

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Formatting AroundFormatting Aroundthe Text Boxthe Text Box

WrappingWrapping– SquareSquare– Top and BottomTop and Bottom– More exotic optionsMore exotic options

Distance from text Distance from text box to wrapping textbox to wrapping text– White space outside White space outside

the text box, top and the text box, top and bottombottom

See Thru Text Box

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Anchors and Moving Text BoxesAnchors and Moving Text Boxes

Each text box is given an anchor to show Each text box is given an anchor to show where it belongs in the body text where it belongs in the body text – The anchor becomes visible on the left margin The anchor becomes visible on the left margin

when you select the item that it controlswhen you select the item that it controls– You can move the anchorYou can move the anchor

Depending on the positioning option you Depending on the positioning option you selected, word may move the anchor and selected, word may move the anchor and your text box as the body text shifts your text box as the body text shifts

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Placing the Text Placing the Text Box on the pageBox on the page

Horizontal / VerticalHorizontal / Vertical

Relative toRelative to– PagePage– Page MarginPage Margin– ColumnColumn

Left / Center / RightLeft / Center / Rightor absolute positionor absolute position

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PicturesPictures

Sources: Sources: Internet, Digital camera, Scan, Drawing packages

Advantages of putting pictures in canvases Advantages of putting pictures in canvases and text boxesand text boxes– Compose display using multiple imagesCompose display using multiple images– Explain pictures using accompanying textExplain pictures using accompanying text– Control background, borders, position and Control background, borders, position and

spacing.spacing.

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The Picture ToolbarThe Picture Toolbar

With just a mouse you canWith just a mouse you can– RepositionReposition– ResizeResize

For more: For more: View→ Toolbars→ PictureView→ Toolbars→ PictureMany kinds of formattingMany kinds of formatting– Toolbar is useful for croppingToolbar is useful for cropping– Other functions are betterOther functions are better

With photo editing programsWith photo editing programsPutting pictures in Text Boxes, and working with themPutting pictures in Text Boxes, and working with them

ExampleExample

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Captions for Pictures and TablesCaptions for Pictures and Tables

Managed automatically by Word, by the Managed automatically by Word, by the sequence of physical appearance.sequence of physical appearance.

References can be updated automaticallyReferences can be updated automatically

ExampleExample

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ConclusionConclusion

That wraps up the topic of how to position That wraps up the topic of how to position text boxes and pictures in Wordtext boxes and pictures in Word

Related topics areRelated topics are– Drawings and images – the various kinds, and Drawings and images – the various kinds, and

how you get them into Wordhow you get them into Word