In this paper, we report on a study that compares state, national, and international assessment programs as to the characteristics and functions of the illustrations used in their science test items. We used our conceptual framework for examining the characteristics of illustrations in science items (Solano-Flores & Wang, 2009, 2011) to code the illustrations of samples of items.
⁃What does it look like to begin reasoning early about density before definitions and formulas?
⁃What sorts of classroom activities and teaching approaches might support this?
Since an August 2010 start date, the Evidence Game team has been engaged in an iterative design and development process for a game to provide middle school students and their teachers with practice in Toulmin’s (1984) model of argumentation as applied to science. The poster session will present the overall conceptual model for a targeted game to provide practice in argumentation and efforts to make this process a fun experience for youth.
Presenters share outcomes of a research-based, tool-supported system of induction created to advance novice teachers’ capacity to scaffold students’ construction of evidence and explanation.
This session presents results of a four-year longitudinal, mixed-methods study showing how Target Inquiry affects teacher beliefs, transforms teacher practice, and increases student achievement.
Join the panelists from the plenary presentation to continue conversations about common
standards in each of the STEM disciplines.
This is the final poster that was presented at the PI conference in Washington, DC. it was part of the DRK 12 Sims & Games session proposal of 12 posters.
In this session, the presenters discuss findings and experiences regarding technology-embedded assessment and how to support teachers in using it effectively.
