Assessment

Developing Transmedia Engineering Curricula Using Cognitive Tools to Impact Learning and the Development of STEM Identity

This paper examines the use of Imaginative Education (IE) to create an NGSS-aligned middle school engineering curriculum that supports transfer and the development of STEM identity. In IE, cognitive tools—such as developmentally appropriate narratives, mysteries and fantasies—are used to design learning environments that both engage learners and help them organize knowledge productively. We have combined IE with transmedia storytelling to develop two multi-week engineering units and six shorter engineering lessons.

Author/Presenter: 
Glenn W. Ellis
Jeremiah Pina
Rebecca Mazur
Al Rudnitsky
Beth McGinnis-Cavanaugh
Isabel Huff
Sonia Ellis
Crystal M. Ford
Kate Lytton
Kaia Claire Cormier
Year: 
2020
Short Description: 

This paper examines the use of Imaginative Education (IE) to create an NGSS-aligned middle school engineering curriculum that supports transfer and the development of STEM identity.

Resource(s): 

Integrating a Statistical Topic Model and a Diagnostic Classification Model for Analyzing Items in a Mixed Format Assessment

Selected response items and constructed response (CR) items are often found in the same test. Conventional psychometric models for these two types of items typically focus on using the scores for correctness of the responses. Recent research suggests, however, that more information may be available from the CR items than just scores for correctness. In this study, we describe an approach in which a statistical topic model along with a diagnostic classification model (DCM) was applied to a mixed item format formative test of English and Language Arts.

Author/Presenter: 
H.-J. Choi
Seohyun Kim
Allan S. Cohen
Jonathan Templin
Yasemin Copur-Gencturk
Year: 
2021
Short Description: 

Selected response items and constructed response (CR) items are often found in the same test. Conventional psychometric models for these two types of items typically focus on using the scores for correctness of the responses. Recent research suggests, however, that more information may be available from the CR items than just scores for correctness. In this study, we describe an approach in which a statistical topic model along with a diagnostic classification model (DCM) was applied to a mixed item format formative test of English and Language Arts.

Visualizing Chemistry Teachers’ Enacted Assessment Design Practices to Better Understand Barriers to “Best Practices”

Even when chemistry teachers’ beliefs about assessment design align with literature-cited best practices, barriers can prevent teachers from enacting those beliefs when developing day-to-day assessments. In this paper, the relationship between high school chemistry teachers’ self-generated “best practices” for developing formative assessments and the assessments they implement in their courses are examined.

Author/Presenter: 
Adam G. L. Schafer
Victoria M. Borlanda
Ellen J. Yezierski
Lead Organization(s): 
Year: 
2021
Short Description: 

In this paper, the relationship between high school chemistry teachers’ self-generated “best practices” for developing formative assessments and the assessments they implement in their courses are examined.

Investigating How Assessment Design Guides High School Chemistry Teachers’ Interpretation of Student Responses to a Planned, Formative Assessment

High school chemistry teachers will often establish goals that guide assessment design and interpretation of assessment results. However, little is known about how these goals and the assessment design collectively guide the interpretation of results. This study seeks to better understand what teachers notice when interpreting assessment results and how the design of the assessment may influence teachers’ patterns of noticing.

Author/Presenter: 
Adam G. L. Schafer
Ellen J. Yezierski
Lead Organization(s): 
Year: 
2021
Short Description: 

This study seeks to better understand what teachers notice when interpreting assessment results and how the design of the assessment may influence teachers’ patterns of noticing. The study described herein investigates high school chemistry teachers’ interpretations of student responses to formative assessment items by identifying patterns in what teachers notice.

Investigating High School Chemistry Teachers’ Assessment Item Generation Processes for a Solubility Lab

Designing high school chemistry assessments is a complex and difficult task. Although prior studies about assessment have offered teachers guidelines and standards as support to generate quality assessment items, little is known about how teachers engage these supports or enact their own beliefs into practice while developing assessments. Presented in this paper are the results from analyzing discourse among five high school chemistry teachers during an assessment item generation activity, including assessment items produced throughout the activity.

Author/Presenter: 
Adam G. L. Schafer
Ellen J. Yezierski
Lead Organization(s): 
Year: 
2021
Short Description: 

Designing high school chemistry assessments is a complex and difficult task. Although prior studies about assessment have offered teachers guidelines and standards as support to generate quality assessment items, little is known about how teachers engage these supports or enact their own beliefs into practice while developing assessments. Presented in this paper are the results from analyzing discourse among five high school chemistry teachers during an assessment item generation activity, including assessment items produced throughout the activity

Think Alouds: Informing Scholarship and Broadening Partnerships through Assessment

Think alouds are valuable tools for academicians, test developers, and practitioners as they provide a unique window into a respondent’s thinking during an assessment. The purpose of this special issue is to highlight novel ways to use think alouds as a means to gather evidence about respondents’ thinking. An intended outcome from this special issue is that readers may better understand think alouds and feel better equipped to use them in practical and research settings.

Author/Presenter: 
Jonathan David Bostic
Lead Organization(s): 
Year: 
2021
Short Description: 

Introduction to special issue focusing on think alouds and response process evidence. This work cuts across STEM education scholarship and introduces readers to robust means to engage in think alouds.

Gathering Response Process Data for a Problem-Solving Measure through Whole-Class Think Alouds

Response process validity evidence provides a window into a respondent’s cognitive processing. The purpose of this study is to describe a new data collection tool called a whole-class think aloud (WCTA). This work is performed as part of test development for a series of problem-solving measures to be used in elementary and middle grades. Data from third-grade students were collected in a 1–1 think-aloud setting and compared to data from similar students as part of WCTAs. Findings indicated that students performed similarly on the items when the two think-aloud settings were compared.

Author/Presenter: 
Jonathan David Bostic
Toni A. Sondergeld
Gabriel Matney
Gregory Stone
Tiara Hicks
Lead Organization(s): 
Year: 
2021
Short Description: 

This is a description of a new methodological tool to gather response process validity evidence. The context is scholarship within mathematics education contexts.

On the Alignment of Teachers’ Mathematical Content Knowledge Assessments with the Common Core State Standards

Instruments designed to measure teachers’ knowledge for teaching mathematics have been widely used to evaluate the impact of professional development and to investigate the role of teachers’ knowledge in teaching and student learning. These instruments assess a mixture of content knowledge and pedagogical content knowledge. However, little attention has been given to the content alignment between such instruments and curricular standards, particularly in regard to how content knowledge and pedagogical content knowledge items are distributed across mathematical topics.

Author/Presenter: 
Yasemin Copur-Gencturk
Erik Jacobson
Richard Rasiej
Year: 
2021
Short Description: 

This article provides content maps for two widely used teacher assessment instruments in the USA relative to the widely adopted Common Core State Standards. This common reference enables comparisons of content alignment both between the instruments and between parallel forms within each instrument.

The Role of Instructional Materials in the Relationship Between the Official Curriculum and the Enacted Curriculum

Author/Presenter: 
Jeffrey Choppin
Amy Roth McDuffie
Corey Drake
Jon Davis
Lead Organization(s): 
Year: 
2020
Short Description: 

The authors studied how the distal policy mechanisms of curricular aims and objectives articulated in official curriculum documents influenced classroom instruction, and the factors that were associated with the enactment of those curricular aims and objectives.

Development and Validation of a High School STEM Self‐Assessment Inventory

The development of inclusive STEM high schools that have no academic admission requirements has been a national goal in the United States. However, there is no umbrella organization that gives guidance for structuring such schools. The purpose of this study was to develop and validate a self‐assessment using critical components of successful inclusive STEM high schools for school personnel and educational researchers who wish to better understand their STEM programs and identify areas of strength. A multi‐phase methodology was employed.

Author/Presenter: 
Erin Peters Burton
Tara S. Behrend
Shari Matray
Clarissa Hudson
Michael Ford
Lead Organization(s): 
Year: 
2020
Short Description: 

The purpose of this study was to develop and validate a self‐assessment using critical components of successful inclusive STEM high schools for school personnel and educational researchers who wish to better understand their STEM programs and identify areas of strength.

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