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Four-step research-informed design process for topic-specific DFAs of deep conceptual understanding

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The article suggests four steps to ensure the validity, relevance, and in-depth informativity of DFAs: Step 1, selection of relevant topics by identifying basic concepts; Step 2, unpacking selected basic concepts into concept elements, representations, language means, and valid indicators; Step 3, optimizing validity and in-depth informativity of DFA items; and Step 4, enhancing in-depth informativity by exploiting additional digital potentials such as log data and speech-to-text.

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  • Four-step research-informed design process for topic-specific DFAs of deep conceptual understanding: The article suggests four steps to ensure the validity, relevance, and in-depth informativity of DFAs: Step 1, selection of relevant topics by identifying basic concepts; Step 2, unpacking selected basic concepts into concept elements, representations, language means, and valid indicators; Step 3, optimizing validity and in-depth informativity of DFA items; and Step 4, enhancing in-depth informativity by exploiting additional digital potentials such as log data and speech-to-text. (Hankeln et al. (2025))

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  • Hankeln, C., Kroehne, U., Voss, L., Gross, S., & Prediger, S. (2025). Developing digital formative assessment for deep conceptual learning goals: Which topic-specific research gaps need to be closed? Education Tech Research Dev, 73, 1953–1973. https://doi.org/10.1007/s11423-025-10486-x
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type research-method
id four-step-research-informed-design-process-for-topic-specific-dfas-of-deep-conceptual-unde
title Four-step research-informed design process for topic-specific DFAs of deep conceptual understanding
description The article suggests four steps to ensure the validity, relevance, and in-depth informativity of DFAs: Step 1, selection of relevant topics by identifying basic concepts; Step 2, unpacking selected basic concepts into concept elements, representations, language means, and valid indicators; Step 3, o
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