@article{aksit_wiebe_2019, title={Exploring Force and Motion Concepts in Middle Grades Using Computational Modeling: a Classroom Intervention Study}, volume={29}, ISSN={1059-0145 1573-1839}, url={http://dx.doi.org/10.1007/s10956-019-09800-z}, DOI={10.1007/s10956-019-09800-z}, number={1}, journal={Journal of Science Education and Technology}, publisher={Springer Science and Business Media LLC}, author={Aksit, Osman and Wiebe, Eric N.}, year={2019}, month={Nov}, pages={65–82} }
 @article{aksit_mcneal_gold_libarkin_harris_2018, title={The influence of instruction, prior knowledge, and values on climate change risk perception among undergraduates}, volume={55}, number={4}, journal={Journal of Research in Science Teaching}, author={Aksit, O. and McNeal, K. S. and Gold, A. U. and Libarkin, J. C. and Harris, S.}, year={2018}, pages={550–572} }
 @inbook{smith_aksit_min_wiebe_mott_lester_2016, place={Cham, Switzerland}, title={Integrating Real-Time Drawing and Writing Diagnostic Models: An Evidence-Centered Design Framework for Multimodal Science Assessment}, volume={9684}, ISBN={9783319395821 9783319395838}, ISSN={0302-9743 1611-3349}, url={http://dx.doi.org/10.1007/978-3-319-39583-8_16}, DOI={10.1007/978-3-319-39583-8_16}, abstractNote={Interactively modeling science phenomena enables students to develop rich conceptual understanding of science. While this understanding is often assessed through summative, multiple-choice instruments, science notebooks have been used extensively in elementary and secondary grades as a mechanism to promote and reveal reflection through both drawing and writing. Although each modality has been studied individually, obtaining a comprehensive view of a student's conceptual understanding requires analyses of knowledge represented across both modalities. Evidence-centered design ECD provides a framework for diagnostic measurement of data collected from student interactions with complex learning environments. This work utilizes ECD to analyze a corpus of elementary student writings and drawings collected with a digital science notebook. First, a competency model representing the core concepts of each exercise, as well as the curricular unit as a whole, was constructed. Then, evidence models were created to map between student written and drawn artifacts and the shared competency model. Finally, the scores obtained using the evidence models were used to train a deep-learning based model for automated writing assessment, as well as to develop an automated drawing assessment model using topological abstraction. The findings reveal that ECD provides an expressive unified framework for multimodal assessment of science learning with accurate predictions of student learning.}, booktitle={Intelligent Tutoring Systems}, publisher={Springer International Publishing}, author={Smith, Andy and Aksit, Osman and Min, Wookhee and Wiebe, Eric and Mott, Bradford W. and Lester, James C.}, editor={Micarelli, A. and Stamper, J. and Panourgia, K.Editors}, year={2016}, pages={165–175} }
 @inproceedings{smith_aksit_min_wiebe_mott_lester_2016, title={Integrating real-time drawing and writing diagnostic models: An evidence-centered design framework for multimodal science assessment}, volume={0684}, booktitle={Intelligent tutoring systems, its 2016}, author={Smith, A. and Aksit, O. and Min, W. and Wiebe, E. and Mott, B. W. and Lester, J. C.}, year={2016}, pages={165–175} }