Cumulative Learning using Embedded Assessment Results (CLEAR)

This project focuses on the challenge of using assessment of relevant STEM content to improve K-12 teaching and learning. CLEAR takes advantage of new technologies and research findings to investigate ways that science assessments can both capture and contribute to cumulative, integrated learning of standards-based concepts in middle school courses. The project will research new forms of assessment that document students' accumulation of knowledge and also serve as learning events.

Award Number: 
0822388
Funding Period: 
Monday, September 15, 2008 to Friday, August 31, 2012
Project Evaluator: 
Paul Holland
Full Description: 

The CLEAR project takes advantage of new technologies and research findings to investigate ways that science assessments can both capture and contribute to cumulative, integrated learning of standards-based concepts in middle school courses.

Our research investigates how instructional activities can help middle school students develop a cumulative, integrated understanding of energy. Energy is a unifying scientific concept that has been shown to be difficult to learn due to its complexity and abstract nature.

Posts

Title Type Post date
Integrating Innovative Technologies in Inquiry Science: Professional Development for Teachers and the Impacts on Teacher and Student Learning (Dorsey, Linn, Ryoo, Gerard) Resource 10/15/2012 - 10:13am
Agreeing to Disagree: Challenges with Ambiguity in Visual Evidence Resource 02/14/2012 - 6:44pm
Can Generating Representations Enhance Learning With Dynamic Visualizations? Resource 02/14/2012 - 6:39pm
Using Interactive Technology to Support Students’ Understanding of the Greenhouse Effect and Global Warming Resource 02/14/2012 - 6:35pm
Enhancing the Authenticity of a Web-Based Module for Teaching Simple Inheritance Resource 02/14/2012 - 6:29pm
A Design-based Approach to Fostering Understanding of Global Climate Change Resource 02/14/2012 - 6:24pm
A Technology-Enhanced Unit of Modeling Static Electricity: Integrating scientific explanations and everyday observations Resource 02/14/2012 - 6:19pm
Collaboration as Scaffolding to Learn from Dynamic, Interactive Scientific Visualizations Resource 02/14/2012 - 6:13pm
School Principals’ Influence on Science Teachers’ Technology Implementation: A Retrospective Analysis Resource 02/14/2012 - 6:04pm
Investigations of a Complex, Realistic Task: Intentional, Unsystematic, and Exhaustive Experimenters Resource 02/14/2012 - 5:58pm
Measuring Knowledge Integration: Validation of Four-Year Assessments Resource 02/14/2012 - 5:51pm
An Investigation of Explanation Multiple-Choice Items in Science Assessment Resource 02/14/2012 - 5:47pm
Combining Learning and Assessment to Improve Science Education Resource 02/14/2012 - 5:42pm
College Students’ Temporal-Magnitude Recognition Ability Associated With Durations of Scientific Changes Resource 02/14/2012 - 5:38pm
Teaching to design educational technologies Resource 02/14/2012 - 5:33pm
Bridging Multiple Expertise in Collaborative Design for Technology-Enhanced Learning Resource 02/14/2012 - 5:22pm
Researching design practices and design cognition: contexts, experiences and pedagogical knowledge-in-pieces. Resource 02/14/2012 - 5:14pm
Professional Development for Technology- Enhanced Inquiry Science Resource 02/14/2012 - 5:06pm
Teaching with Visualizations: A Comparison Study Resource 02/14/2012 - 4:59pm
Taking Educational Games to the Afterschool: Teens and Researchers on a Quest in Collaborative Design-Based Research Resource 02/14/2012 - 4:53pm

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