This is a collaborative project to develop, test, and analyze sets of technology-supported diagnostic classroom assessments for middle school (grades 6-8) physical science. Assessments are aligned with the performance assessment and evidence-centered design methodologies suggested in the Framework for K-12 Science Education (NRC, 2012).
- Harris, C., Krajcik, J., Pellegrino, J. & DeBarger, A, (2019). Designing Knowledge-In-Use Assessments to Promote Deeper Learning. Educational Measurement: Issues and Practice.
- Shin, N., Choi, S. Y., Stevens, S. Y., & Krajcik, J. S. (2019). The Impact of Using Coherent Curriculum on Students’ Understanding of Core Ideas in Chemistry. International Journal of Science and Mathematics Education, 17(2), 295-315.
- Bielik T., Damelin D., & Krajcik J. (2018). Why do Fishermen Need Forests? Developing a Project-Based Unit with Engaging Driving Question. Science Scope, 41(6), 64-72.*
- Damelin, D., Krajcik, J., McIntyre, C., & Bielik, T. (2017). Students making system models: An accessible approach. Science Scope, 40(5), 78-82.
- Krajcik, J. & Delen, I. (2017). How to support learners in developing usable and lasting knowledge of STEM. International Journal of Education in Mathematics, Science and Technology, 5(1), 21-28. DOI:10.18404/ijemst.