NSF Org:	TI Translational Impacts
Recipient:
Initial Amendment Date:	November 20, 2003
Latest Amendment Date:	November 20, 2003
Award Number:	0340418
Award Instrument:	Standard Grant
Program Manager:	Sara B. Nerlove TI  Translational Impacts TIP  Directorate for Technology, Innovation, and Partnerships
Start Date:	January 1, 2004
End Date:	June 30, 2004 (Estimated)
Total Intended Award Amount:	$99,947.00
Total Awarded Amount to Date:	$99,947.00
Funds Obligated to Date:	FY 2004 = $99,947.00
History of Investigator:	Donald DeLand (Principal Investigator) don@integretechpub.com
Recipient Sponsored Research Office:	Integre Technical Publishing Company, Inc. 4015 Carlisle NE, Suite A Albuquerque NM  US  87107-4529 (505)889-8189
Sponsor Congressional District:	01
Primary Place of Performance:	Integre Technical Publishing Company, Inc. 4015 Carlisle NE, Suite A Albuquerque NM  US  87107-4529
Primary Place of Performance Congressional District:	01
Unique Entity Identifier (UEI):
Parent UEI:
NSF Program(s):	EPSCoR Co-Funding
Primary Program Source:	04000405DB NSF Education & Human Resource
Program Reference Code(s):	7256, 9150, 9178, SMET
Program Element Code(s):	915000
Award Agency Code:	4900
Fund Agency Code:	4900
Assistance Listing Number(s):	47.084

ABSTRACT

This Small Business Innovation Research (SBIR)Phase I project proposes to explore the feasibility of creating a new method for analyzing and evaluating free-form student responses within computer-based assessment and tutorial systems for mathematics. This research will apply new XML technologies in an attempt to evaluate a student's mathematics understanding at a much deeper level than is possible with existing computer-based assessment systems, which will lead to improved assessment reporting and adaptation of mathematics curricula. The proposed method for implementing mathematics assessment not only represents an innovative application of XML technologies to a significant problem in education, namely mathematics assessment; it also proposes a new specification that can be used to supplement emerging standards in computer-based learning and interoperability.

Traditional standardized assessment methodologies have been criticized for the low level of skills they evaluate. Improved assessment methods are necessary in order to adapt mathematics instruction to the needs of individual students. The proposed research will also demonstrate that XML technologies can address a range of applications much broader than e-commerce and web publishing.

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