The Framework for K-12 Science Education has set forth an ambitious vision for science learning by integrating disciplinary science ideas, scientific and engineering practices, and crosscutting concepts, so that students could develop competence to meet the STEM challenges of the 21st century. Achieving this vision requires transformation of assessment practices from relying on multiple-choice items to performance-based knowledge-in-use tasks. However, these performance-based constructed-response items often prohibit timely feedback, which, in turn, has hindered science teachers from using these assessments. Artificial Intelligence (AI) has demonstrated great potential to meet this assessment challenge. To tackle this challenge, experts in assessment, AI, and science education will gather for a two-day conference at University of Georgia to generate knowledge of integrating AI in science assessment.
Professional Title:
Director, CREATE for STEM Institute
Organization/Institution:
About Me (Bio):
Joe Krajcik serves as director of the Institute for Research on Mathematics and Science Education and as a faculty member in science education. A former high school chemistry and physical science teacher, Krajcik spent 21 years at the University of Michigan before coming to MSU in 2011. During his career, he has focused on working with science teachers to reform science teaching practices to promote students’ engagement in and learning of science. He was principal investigator on a National Science Foundation project that aims to design, develop and test the next generation of middle school curriculum materials to engage students in obtaining deep understandings of science content and practices. He is currently serving as head of the Physical Science Design Team to develop the Next Generation Science Standards. Krajcik, along with Professor Angela Calabrese Barton from MSU, serves as co-editor of the Journal of Research in Science Teaching. Krajcik has authored and co-authored curriculum materials, books, software and over 100 manuscripts, and makes frequent presentations at international, national and regional conferences. He is a fellow of the American Association for the Advancement of Science and has served as president of the National Association for Research in Science Teaching (NARST), from which he received the Distinguished Contributions to Science Education Through Research Award in 2010.
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Citations of DRK-12 or Related Work (DRK-12 work is denoted by *):
- 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.