Liu, O. L., Lee, H.S. & Linn, M.C. (2011a). An investigation of explanation multiple-choice items in science assessment. Educational Assessment, 16, 164-184.
ABSTRACT:
Linn, M. C., & Chiu, J. (2011). Combining learning and assessment to improve science education. Research and Practice in Assessment, 5(Winter 2011), 4-13.
High-stakes tests take time away from valuable learning activities, narrow the focus of instruction, and imply that science involves memorizing details rather than understanding the natural world. Current tests lead precollege instructors to postpone science inquiry activities until after the last standardized test is completed—often during the last week of school. Students spend countless hours practicing and taking multiple-choice tests that have little educational value. Even college courses now devote class time to multiple choice clicker questions and often rely on similar items for course grades. Instead we need learning tests that help students understand science while at the same time measure progress.
Linn, M. C., & Chiu, J. (2011). Combining learning and assessment to improve science education. Research and Practice in Assessment, 5(Winter 2011), 4-13.
High-stakes tests take time away from valuable learning activities, narrow the focus of instruction, and imply that science involves memorizing details rather than understanding the natural world. Current tests lead precollege instructors to postpone science inquiry activities until after the last standardized test is completed—often during the last week of school. Students spend countless hours practicing and taking multiple-choice tests that have little educational value. Even college courses now devote class time to multiple choice clicker questions and often rely on similar items for course grades. Instead we need learning tests that help students understand science while at the same time measure progress.
Linn, M. C., & Chiu, J. (2011). Combining learning and assessment to improve science education. Research and Practice in Assessment, 5(Winter 2011), 4-13.
High-stakes tests take time away from valuable learning activities, narrow the focus of instruction, and imply that science involves memorizing details rather than understanding the natural world. Current tests lead precollege instructors to postpone science inquiry activities until after the last standardized test is completed—often during the last week of school. Students spend countless hours practicing and taking multiple-choice tests that have little educational value. Even college courses now devote class time to multiple choice clicker questions and often rely on similar items for course grades. Instead we need learning tests that help students understand science while at the same time measure progress.
Linn, M. C., & Chiu, J. (2011). Combining learning and assessment to improve science education. Research and Practice in Assessment, 5(Winter 2011), 4-13.
High-stakes tests take time away from valuable learning activities, narrow the focus of instruction, and imply that science involves memorizing details rather than understanding the natural world. Current tests lead precollege instructors to postpone science inquiry activities until after the last standardized test is completed—often during the last week of school. Students spend countless hours practicing and taking multiple-choice tests that have little educational value. Even college courses now devote class time to multiple choice clicker questions and often rely on similar items for course grades. Instead we need learning tests that help students understand science while at the same time measure progress.
Gerard, L.F., Varma, K., Corliss, S., & Linn, M.C (2011). Professional development in technology-enhanced science. Review of Educational Research. 81(3), 408 – 448
ABSTRACT:
Gerard, L.F., Varma, K., Corliss, S., & Linn, M.C (2011). Professional development in technology-enhanced science. Review of Educational Research. 81(3), 408 – 448
ABSTRACT:
Gerard, L.F., Varma, K., Corliss, S., & Linn, M.C (2011). Professional development in technology-enhanced science. Review of Educational Research. 81(3), 408 – 448
ABSTRACT:
Gerard, L.F., Varma, K., Corliss, S., & Linn, M.C (2011). Professional development in technology-enhanced science. Review of Educational Research. 81(3), 408 – 448
ABSTRACT:
Dayan, Y., & Kali, Y. (2011). Taking educational games to the afterschool: Teens and researchers on a quest in collaborative design-based research. Proceedings of the Computer Supported Collaborative Learning (CSCL) conference (pp. 651-655).
ABSTRACT:
