Science

Next Generation STEM Learning for All-envisioning advances based on NSF supported research

 
On November 9, 2015, an NSF-supported STEM Forum was held, organized by STELAR (the ITEST resource network) and CADRE (the DR K-12 resource network). This report stems from the discussion at the forum. 
 
About the Report
How can research-based findings and advances help society to re-envision STEM learning and education?
 
Author/Presenter

Carrie Parker

Sarita Pillai

Jeremy Roschelle

Year
2016
Short Description

How can research-based findings and advances help society to re-envision STEM learning and education? This report captures key takeaways, strategies, and challenges identified during the November 2015 workshop, including: research-based advances for STEM learning; multiple stakeholder communities around STEM schools; social justice, equity, and excellence in STEM schools and communities; scale and sustainability

Constructing Assessment Tasks that Blend Disciplinary Core Ideas, Crosscutting Concepts, and Science Practices for Classroom Formative Applications

How do we measure knowledge in use? In this paper we describe how we use principles of evidence-centered design to develop classroom-based science assessments that integrate three dimensions of science proficiency—disciplinary core ideas, science practices, and crosscutting concepts. In our design process, we first elaborate on, or “unpack”, the assessable components of the three dimensions.

Author/Presenter

Christopher J. Harris

Joseph S. Krajcik

James W. Pellegrino

Kevin W. McElhaney

Year
2016
Short Description

How do we measure knowledge in use? In this paper we describe how we use principles of evidence-centered design to develop classroom-based science assessments that integrate three dimensions of science proficiency—disciplinary core ideas, science practices, and crosscutting concepts.

Constructing Assessment Tasks that Blend Disciplinary Core Ideas, Crosscutting Concepts, and Science Practices for Classroom Formative Applications

How do we measure knowledge in use? In this paper we describe how we use principles of evidence-centered design to develop classroom-based science assessments that integrate three dimensions of science proficiency—disciplinary core ideas, science practices, and crosscutting concepts. In our design process, we first elaborate on, or “unpack”, the assessable components of the three dimensions.

Author/Presenter

Christopher J. Harris

Joseph S. Krajcik

James W. Pellegrino

Kevin W. McElhaney

Year
2016
Short Description

How do we measure knowledge in use? In this paper we describe how we use principles of evidence-centered design to develop classroom-based science assessments that integrate three dimensions of science proficiency—disciplinary core ideas, science practices, and crosscutting concepts.

Constructing Assessment Tasks that Blend Disciplinary Core Ideas, Crosscutting Concepts, and Science Practices for Classroom Formative Applications

How do we measure knowledge in use? In this paper we describe how we use principles of evidence-centered design to develop classroom-based science assessments that integrate three dimensions of science proficiency—disciplinary core ideas, science practices, and crosscutting concepts. In our design process, we first elaborate on, or “unpack”, the assessable components of the three dimensions.

Author/Presenter

Christopher J. Harris

Joseph S. Krajcik

James W. Pellegrino

Kevin W. McElhaney

Year
2016
Short Description

How do we measure knowledge in use? In this paper we describe how we use principles of evidence-centered design to develop classroom-based science assessments that integrate three dimensions of science proficiency—disciplinary core ideas, science practices, and crosscutting concepts.