Assessment

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.

Teachers Extending Their Knowledge in Online Collaborative Learning Environments: Opportunities and Challenges

STEM Categorization: 
Day: 
Fri

Join two projects to discuss the challenges and opportunities afforded through online environments for providing professional development and supporting classroom implementation of mathematical practices.

Date/Time: 
9:15 am to 10:45 am
Session Materials: 

Teams of researchers from Drexel University, Rutgers University, University of Missouri, and the Math Forum have been investigating online environments for math education and math teacher professional learning communities. The Virtual Math Teams project has developed a synchronous, multi-user GeoGebra implementation and studies the learning of small groups as well as the preparation of teachers to facilitate this learning.

Session Types: 

Infusing Engineering into Secondary-level Classes

STEM Categorization: 
Day: 
Fri

Participants learn about approaches to infusing or integrating engineering concepts into secondary-level science classrooms and engage in an analysis of two projects’ products and outcomes.

Date/Time: 
9:15 am to 10:45 am
Session Materials: 

The session will feature the experiences, outcomes, and materials from two engineering-oriented DR K-12 projects. The two projects, INFUSE and INSPIRES, use different approaches to teacher professional development with the goal of preparing science teachers to infuse or integrate engineering into their classrooms. They have both developed a unique set of materials designed to impact science and technology outcomes (working on a combination of curriculum development, professional development, and research).

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Designing Tasks for Assessing Three-Dimensional Science Learning

STEM Categorization: 
Day: 
Fri

Explore approaches and challenges to designing assessment tasks that integrate the three dimensions of science learning in this panel-led session.

Date/Time: 
9:15 am to 10:45 am

A pressing need for science education researchers, as well as classroom teachers and assessment designers, is determining how to assess student learning in settings where instruction is aiming to meet the vision of the Framework for K-12 Science Education.

Session Types: 

Scientific Modeling across the K–12 Continuum: Alignment between Theoretical Foundations and Classroom Interventions

STEM Categorization: 
Day: 
Thu

Explore methods and challenges associated with supporting and evaluating scientific modeling in K–12 classrooms in this structured poster session.

Date/Time: 
2:15 pm to 3:45 pm
Session Materials: 

In this interactive panel symposium, presenters will draw from a set of active DR K-12 projects to explore a diverse array of resources, models, and tools (RMTs) designed to operationalize varying perspectives on scientific modeling in elementary, middle, and secondary classrooms across disciplinary domains.

Session Types: 

Practicum-based Professional Development Models: Considering Impacts from Multiple Perspectives

STEM Categorization: 
Day: 
Thu

Join a discussion about making, understanding, and measuring the impacts of practicum-based teacher professional development models, and aspects of policy and context that mediate these impacts.

Date/Time: 
2:15 pm to 3:45 pm
Session Materials: 

Professional development projects aim to improve student learning by directly impacting teachers. However, the work of teachers (and thus the potential impact of professional development) is often impacted by a number of policy and context-related factors. This poses a challenge not only in programming designed to impact teachers, but also to the ability to detect these impacts through rigorous research designs.

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Improving Student Learning and Teacher Practice in Mathematics: A Focus on Formative Assessment

STEM Categorization: 
Day: 
Thu

Join a discussion with panelists from several projects about project model designs, initial findings, and implementation challenges associated with formative assessment in mathematics.

Date/Time: 
2:15 pm to 3:45 pm
Session Materials: 

In this session, four projects will share their work on formative assessment and mathematics learning trajectories, and participants will discuss the implications for formative assessment practices in mathematics.

Session Types: 

Problematizing and Assessing Secondary Mathematics Teachers’ Ways of Thinking

STEM Categorization: 
Day: 
Thu

Engage with presenters as they discuss assessment and rubrics designed to measure secondary teachers’ mathematical habits of mind.

Date/Time: 
9:30 am to 11:00 am
Session Materials: 

Work in secondary mathematics education takes many approaches to content, pedagogy, professional development and assessment. This session aims to illuminate the richness of hte content of secondary mathematics and the field of secondary mathematics education by sharing two such approaches and reflecting on the differences and commonalities between the two.   

Session Types: 

Perspectives on Solution Diversity and Divergent Thinking in K–12 Engineering Design Learning Experiences

STEM Categorization: 
Day: 
Thu

Consider multiple approaches to valuing, supporting, and studying the diversity of students’ solutions to design problems through poster presentations and small-group discussion.

Date/Time: 
9:30 am to 11:00 am
Session Materials: 

“Solution diversity” has been proposed as one key characteristic that distinguishes engineering design from other disciplinary pursuits. Engineering designers recognize that for any design problem, there will be multiple acceptable solutions, and informed designers have been found to strive for “idea fluency” through divergent thinking techniques that assist them in exploring the design space (Crismond & Adams, 2012).

Session Types: 

On the Design and Implementation of Practical Measures to Support Instructional Improvement at Scale

STEM Categorization: 
Day: 
Thu

Learn about two efforts to design and implement practical measures of science and mathematics teaching to inform school and district instructional improvement efforts.

Date/Time: 
9:30 am to 11:00 am
Session Materials: 

In contrast to evaluative research that uses accountability measures, improvement science research (Bryk, Gomez, Grunow, & LeMahieu, 2015), using practical measures is designed to provide practitioners with frequent, rapid feedback that enables them to assess and adjust instruction during the process of implementation. The resulting data is potentially of use to multiple stakeholders. For example, practical measures can orient teachers to attend to key aspects of the classroom that might be invisible to them.

Session Types: 
References: 

Bryk, A. S., Gomez, L. M., Grunow, A., & LeMahieu, P. (2015). Learning to improve: How America's schools can get better at getting better.
       Cambridge, MA: Harvard Education Press.
Yeager, D., Bryk, A. S., Muhich, J., Hausman, H., & Morales, L. (2013). Practical measurement. Carnegie Foundation for the Advancement of
       Teaching. Stanford, CA.

Kara Jackson, Jessica Thompson

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