Search

Resource
The need for data literacy is an increasingly pressing priority in society, but most of the work in data-centred education has focused on developing skills at the middle school, secondary, and post-secondary levels, with…
Resource
In this paper, we describe three challenges (conflict between multiple dimensions of science proficiency, authentic data, and grade-appropriate graphing tools) that we faced when designing for a specific Next Generation…
Resource
This study aimed to examine an assumption regarding whether generative artificial intelligence (GAI) tools can overcome the cognitive intensity that humans suffer when solving problems. We examine the performance of…
Resource
Mathematical knowledge for teaching (MKT) is a professional knowledge crucial for effective mathematics instruction, encompassing both content knowledge (CK) and pedagogical content knowledge (PCK). The purpose of this…
Resource
This section presents an overview of critical developments in technology-driven, classroom-based innovative assessment practices. It uses a framework organized around cognitive constructs, assessment functionality, and…
Resource
It is essential for items in assessments of mathematics’ teacher knowledge to evoke the desired response processes – to be interpreted and responded to by teachers as intended by item developers. In this study, we sought…
Resource
The Delphi method has been adapted to inform item refinements in educational and psychological assessment development. An explanatory sequential mixed methods design using Delphi is a common approach to gain experts'…
Resource
This study applied the many-facet Rasch measurement (MFRM) to assess students’ knowledge-in-use in middle school physical science. This study applied the many-facet Rasch measurement (MFRM) to assess…
Resource
The dimensionality of the epistemic orientation survey (EOS) was examined across four occasions with item factor analysis (IFA). Because of an emphasis on the knowledge generation of epistemic orientation (EO), four…
Resource
Review of the recent literature on integrated STEM curriculum development and implementation. Included are frameworks for integrated STEM curriculum development and research assessments to evaluate curriculum quality.…
Resource
Artificial Intelligence (AI) is prevalent in nearly every aspect of our lives. However, recent studies have found a significant amount of confusion and misunderstanding surrounding AI. To develop effective educational…
Resource
Cognitive interviews play an important role in articulating the intended construct of educational assessments. This paper describes the iterative development of protocols for cognitive interviews with kindergarten through…
Resource
This article introduces a new framework for articulating how educational assessments can be related to teacher uses in the classroom. It articulates three levels of assessment: macro (use of standardized tests), meso (…
Resource
Our 5D assessment development process is eight phases, each with a clear goal and tools to support task development. The tools and processes are combined in the 5D Assessment Development Tool for easy access from a single…
Resource
This poster presents findings on middle school students’ understanding of core computer science (CS) concepts, such as variables and control structures, using cognitive think-aloud interviews with eight students…
Resource
Effective K-12 integrated STEM education should reflect an intentional effort to adequately represent and facilitate each of its component disciplines in a meaningful way. However, most research in this space has been…
Resource
This article pilots ChatGPT in tackling the most challenging part of science learning and found it successful in automation of assessment development, grading, learning guidance, and recommendation of learning materials…
Resource
In this report section, we discuss the importance of aligning classroom assessments with learning goals and instructional practices to both shape and evaluate students’ learning opportunities. In this…
Resource
Determining the most appropriate method of scoring an assessment is based on multiple factors, including the intended use of results, the assessment's purpose, and time constraints. Both the dichotomous and partial credit…
Resource
To best support students in developing competence, assessments that allow students to use knowledge to solve challenging problems and make sense of phenomena are needed. These assessments need to be designed and tested to…
Resource
‘Algorithms’ is a core CS concept included in the K-12 CS standards, yet student challenges with understanding different aspects of algorithms are still not well documented, especially for younger students. This paper…
Resource
There is strong agreement in science teacher education of the importance of teachers' content knowledge for teaching (CKT), which includes their subject matter knowledge and their pedagogical content knowledge. However,…
Resource
'Algorithms’ is a core CS concept included in the K-12 CS learning standards, yet student challenges with understanding and using algorithms are still not well documented. This paper describes an approach to decompose the…
Resource
A School Science and Mathematics Journal editorial. Bostic, J. (2023). Engaging hearts and minds in assessment research. School Science and Mathematics Journal, 123(6), 217-219. https://doi.org/10.1111/…
Resource
This report takes stock of what we currently know as well as what we need to know to make classroom assessment maximally beneficial for the teaching and learning of STEM subject matter in K–12 classrooms…
Resource
The purpose of this study was to investigate fourth-grade students’ sensemaking of a word problem. Sensemaking occurs when students connect their understanding of situations with existing knowledge. We investigated…
Resource
In the United States, national and state standardized assessments have become a metric for measuring student learning and high-quality learning environments. As the COVID-19 pandemic offered a multitude of learning…
Resource
This study explores how 79 elementary preservice teachers perceive the relevance and importance of assessment task scenarios designed to elicit information about content knowledge for teaching (CKT) about matter and its…
Resource
K- 12 Computer Science (CS) education is developing rapidly but still lacks a comprehensive measure for CS teachers’ pedagogical content knowledge (PCK). We respond to this need by describing the design of a CS-PCK…
Resource
Examining teachers’ knowledge on a large scale involves addressing substantial measurement and logistical issues; thus, existing teacher knowledge assessments have mainly consisted of selected-response items because of…
Resource
This article addresses the need and potential for students to develop problem-solving skills as part of STEM learning. Songer, N.B. (2022 April) Training a new generation of problem solvers: How can…
Resource
Problem solving is a central focus of mathematics teaching and learning. If teachers are expected to support students' problem-solving development, then it reasons that teachers should also be able to solve problems…
Resource
Involving students in scientific modeling practice is one of the most effective approaches to achieving the next generation science education learning goals. Given the complexity and multirepresentational features of…
Resource
This position paper advocates supporting CS teacher professional learning by supplementing existing curriculum-specific teacher PD with standards-aligned PD that focuses on teachers' conceptual understanding of CS…
Resource
Despite the importance of developing elementary science teachers' content knowledge for teaching (CKT), there are limited assessments that have been designed to measure the full breadth of their CKT at scale. Our overall…
Resource
One challenge facing the fields of mathematics education and special education is how to design instruction on fraction concepts that can meet the needs of diverse learners. An innovation that shows promise is to base…
Resource
Teachers experience challenges in effectively using formative assessment practices in their classrooms. In the US, only 28% of elementary teachers report using formative assessment. This study highlights the need to design…
Resource
This article presents lessons learned from an ongoing attempt to conceptualize, develop, and refine a way for teachers to gather formative assessment evidence about classroom argumentation as it happens…
Resource
The author describes an innovative approach to assessment that aims to blend the productive characteristics of both summative and formative assessment. The resulting assessment system is accountable to students and…
Resource
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…
Resource
The process of using Learning Analytics (LA) to improve teaching works from the assumption that data should be readily shared between stakeholders in an educational organization. However, the design of LA tools often does…
Resource
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.…
Resource
Despite the ease of accessing a wide range of measures, little attention is given to validity arguments when considering whether to use the measure for a new purpose or in a different context. Making a validity argument…
Resource
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…
Resource
This paper introduces an approach for designing NGSS-aligned assessments that measure young learners’ science progress while also attending to the scientific language and literacy practices that are integral parts of the…
Resource
Teaching chemistry as a practice rather than as a mere collection of facts demands that teachers modify their practices, particularly their approach to formative assessment (FA). In this study, we investigated how teachers…
Resource
This is a description of a new methodological tool to gather response process validity evidence. The context is scholarship within mathematics education contexts. Response process validity evidence…
Resource
This web-based portal offers free, technology-enhanced science assessment tasks for Grades 3-5. Designed for use by educators, researchers, and the public, the tasks are aligned to the NGSS performance expectations and…
Resource
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…
Resource
This article presents a tool and discusses the rationale for the authors’ development of a tool designed to assess the alignment of culturally responsive schooling principles within schools serving predominantly…