This five-year project investigates how to provide continuous assessment and feedback to guide students' understanding during science inquiry-learning experiences, as well as detailed guidance to teachers and administrators through a technology-enhanced system. The assessment system integrates validated automated scorings for students' written responses to open-ended assessment items into the "Web-based Inquiry Science Environment" (WISE) program.
The project provides a detailed research plan to build on a university-based mentor model to design school-based approaches. It addresses two challenges of implementing professional development: a) transitioning professional development to schools and b)assessing its effects on teacher and student learning. It is common for curricula to be introduced to teachers through university-based professional development programs, but its transition to schools requires careful planning, monitoring and support from the university at the initial stages.
This project is exploring how curricula and assessment using dynamic, interactive scientific visualizations of complex phenomena can ensure that all students learn significant science content. Dynamic visualizations provide an alternative pathway for students to understand science concepts, which can be exploited to increase the accessibility of a range of important science concepts. Computer technologies offer unprecedented opportunities to design curricula and assessments using visual technologies and to explore them in research, teaching, and learning.