Assessment

WISE: Web-based Inquiry Science Environment

Author/Presenter

Libby Gerard

Marcia Linn

Korah Wiley

Allison Bradford

Year
2020
Short Description

Free, standards-aligned, and research-based inquiry curricula that address NGSS 3D proficiency. Includes Interactive scientific models plus hands-on activities, personalized guidance, and rich embedded assessments. For teachers, WISE offers a a virtual workshop for customizing WISE units for distance learning.

Thinking Beyond the Score: Multidimensional Analysis of Student Performance to Inform the Next Generation of Science Assessments

Conventional assessment analysis of student results, referred to as rubric‐based assessments (RBA), has emphasized numeric scores as the primary way of communicating information to teachers about their students’ learning. In this light, rethinking and reflecting on not only how scores are generated but also what analyses are done with them to inform classroom practices is of utmost importance.

Author/Presenter

Lourdes Cardozo‐Gaibisso

Seohyun Kim

Cory Buxton

Allan Cohen

Year
2019
Short Description

Informed by Systemic Functional Linguistics and Latent Dirichlet Allocation analyses, this study utilizes an innovative bilingual (Spanish–English) constructed response assessment of science and language practices for middle and high school students to perform a multilayered analysis of student responses.

Scientific Inquiry for Young Children: Linking Teacher Professional Development and Family Engagement to Improve Student Achievement

Hapgood, S., Paprzycki, P., Czerniak, C.M. (2019). Scientific Inquiry for Young Children: Linking Teacher Professional Development and Family Engagement to Improve Student Achievement. Paper presented at the Society for Research on Child Development conference [SRCD], Balitmore, MD. March 2019.

Author/Presenter

Susanna Hapgood

Peter Paprzycki

Charlene M. Czerniak

Lead Organization(s)
Year
2020
Short Description

Paper presented at the Society for Research on Child Development Conference.

Resource(s)

Longitudinal Impact of Early Childhood Science Instruction on Middle Grades Literacy and Mathematics

Czerniak, C. M., Paprzycki, P., Hapgood, S., & Kaderavek, J. (2019). Longitudinal Impact of Early Childhood Science Instruction on Middle Grades Literacy and Mathematics. Paper presented at the Global Conference on Education and Research [GLOCER], Sarasota, FL. May 2019.

Author/Presenter

Charlene M. Czerniak

Peter Paprzycki

Susanna Hapgood

Joan N. Kaderavek

Lead Organization(s)
Year
2019
Short Description

Paper presented at the Global Conference on Education and Research.

Resource(s)

Longitudinal Impact of Early Childhood Science Instruction on 5th Grade Science Achievement

Czerniak, C. M., Kaderavek, J., Paprzycki, P., Hapgood, S., Mentzer, G., Molitor, S., & Mendenhall, R. (2019). Longitudinal Impact of Early Childhood Science Instruction on 5th Grade Science Achievement. Paper presented at the European Science Education Research Association [ESERA], Bologna, Italy. August 2019.

Author/Presenter

Charlene M. Czerniak

Joan N. Kaderavek

Peter Paprzycki

Susanna Hapgood

Gale Mentzer

Scott Molitor

Robert Mendenhall

Lead Organization(s)
Year
2019
Short Description

Paper presented at the European Science Education Research Association.

Early Childhood Educators’ Declarative Knowledge of the Next Generation Science Standards

Hapgood, S., Heuring, J. & Wilson, G., Czerniak, C. (Accepted for January 2020). Early Childhood Educators’ Declarative Knowledge of the Next Generation Science Standards. A poster to be presented at the Association of Science Teacher Educators [ASTE] International Conference, San Antonio, Texas.

Author/Presenter

Susanna Hapgood

Jeanna Heuring

Grant Wilson

Charlene M. Czerniak

Lead Organization(s)
Year
2020
Short Description

A poster to be presented at the Association of Science Teacher Educators International Conference.

Designing Robotics-based Science Lessons Aligned with the Three Dimensions of NGSS-plus-5E Model: A Content Analysis

Currently, 19 states have adopted the Next Generation Science Standards (NGSS) while 16 states have revised their standards to mirror the NGSS. Transitioning from the previous standards to the NGSS requires in-depth teacher professional development (PD) that delves into the three-dimensional (3D) performance expectations (PE) of the NGSS. Each PE constitutes: science and engineering practices (SEPs), disciplinary core ideas (DCIs), and crosscutting concepts (CCCs).

Author/Presenter

Hye Sun You

Sonia Mary Chacko

Sheila Borges Rajguru

Vikram Kapila

Lead Organization(s)
Year
2019
Short Description

In this study, analyzing lesson plans using the rubrics provided opportunities for suggestions and feedback for improvement to developers and it informs the development of new lessons by the project team.

Use of a Design Canvas in a Robotics Workshop and Analysis of its Efficacy

Author/Presenter

Abhidipta Mallik

Sheila Borges Rajguru

Vikram Kapila

Lead Organization(s)
Year
2019
Short Description

This paper describes how the design canvas of Kline et al. was adopted and implemented in our workshop and investigates its benefits.

Analyzing Successful Teaching Practices in Middle School Science and Math Classrooms when using Robotics

A robotics-based curriculum offers numerous opportunities to enrich science, technology, engineering, and mathematics (STEM) education for students and enables teachers to integrate engineering and computing techniques into educational programs.

Author/Presenter

Veena Jayasree Krishnan

Sheila Borges Rajguru

Vikram Kapila

Lead Organization(s)
Year
2019
Short Description

This paper analyzes teaching practices that successfully integrate robotics in middle school science and math classrooms.

Designing NGSS-Aligned Lesson Plans During a Teacher Professional Development Program

Rapid technological advances are dominating the evolution of world’s economy and increasingly influencing our daily lives. Even as such advances have greatly improved human living condition, a majority of people either lack the understanding of technology or frequently ignore it. While post-secondary science, technology, engineering, and math (STEM) education seeks to remedy this disconnect, its reach is limited because formal education ends for many students at the secondary level.

Author/Presenter

Sai Prasanth Krishnamoorthy

Sheila Borges Rajguru

Vikram Kapila

Lead Organization(s)
Year
2019
Short Description

This paper describes a program to engage teachers to learn about mechatronics, robotics, and Next Generation Science Standards (NGSS) through hands-on activities and collaborative research.