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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…
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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…
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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…
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The goal of this study was to develop a high school physics course (Energizing Physics, developed by two Boston physics teachers) with an assessment system that has the potential to enable all students to learn how to…
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This book examines the extent to which study quality, assessment type, and scaffolding characteristics (strategy, intended outcome, fading schedule, scaffolding intervention, and paired intervention) influence cognitive…
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This study investigates a formative feedback system integrated into an online science curriculum module teaching climate change. Application of new automated scoring technologies, such as natural…
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Paper presented at the Global Conference on Education and Research. Czerniak, C. M., Paprzycki, P., Hapgood, S., & Kaderavek, J. (2019). Longitudinal Impact of Early Childhood Science Instruction on…
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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…
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Formative assessment can facilitate teachers’ abilities to elicit and notice the disciplinary substance of students’ thinking and to respond based on this. Following a design-based process, we developed principled…
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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…
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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…
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In this session, the presenters discuss findings and experiences regarding technology-embedded assessment and how to support teachers in using it effectively. Assessment…
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A paper on the prototype evolution of the ScratchJr programming environment. Computer programming for young children has grown in popularity among both education researchers and product developers, but…
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The study’s purpose is to describe content validity evidence related to new problem-solving measures currently under development. Bostic, J., Matney, G., Sondergeld, T., & Stone, G. (2018, November…
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This study explored how teachers interpreted and responded to their own student work during the process of formative assessment. This study explored how teachers interpreted and responded to their own…
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This study explores how 79 elementary pre-service teachers evaluate the importance and pertinence of assessment tasks, designed to elicit information about content knowledge for teaching (CKT) about matter—a foundational…
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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…
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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…
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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…
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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…
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Liu, O.L., Lee, H.S., & Linn, M.C. (2011b). Measuring knowledge integration: Validation of four-year assessments. Journal of Research in Science Teaching, 48(9), 1079-1107. ABSTRACT: Science education needs valid,…
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In this session, the presenters discuss findings and experiences regarding technology-embedded assessment and how to support teachers in using it effectively. Assessment…
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This article describes the process of developing and validating a Science Instructional Practices survey instrument that is appropriate for NGSS and other related science standards. Ambitious efforts…
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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. Rapid…
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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…
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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…
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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…
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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…
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Though many national and international science organizations stress the importance of integrating scientific inquiry into classroom instruction, this is often difficult for teachers. Moreover, assessing and scaffolding…
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How do we measure knowledge in use? In this paper we describe how we use principles of evidence-centered design to develop classroom-based science assessments that integrate three dimensions of science proficiency—…
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This article reports on how three prospective teachers had differing opportunities to demonstrate their skills in the context of the field assessment, but similar opportunities in the context of the simulation assessment…
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Paper presented at the European Science Education Research Association. Czerniak, C. M., Kaderavek, J., Paprzycki, P., Hapgood, S., Mentzer, G., Molitor, S., & Mendenhall, R. (2019). Longitudinal…
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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…
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Teachers face challenges when building the concept of substance with students because tensions of meanings emerge from students’ daily life and canonical ideas developed in classrooms. A powerful tool to address learning,…
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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…
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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…
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Assessment Presentation Middle Britte Haugan Cheng 2010
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This paper presents a novel application of the soft cardinality text analytics method to support assessment of text. Automated assessment of student learning has become the subject of increasing…
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Understand students’ fraction concepts through interview tasks. Includes tasks and guide to record student thinking. Understand students’ fraction concepts through interview tasks.  Includes tasks…
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Authors investigate ways to support students in integrating their understanding of density concepts through a graph that is linked to a simulation depicting the relationship between mass, volume, and density…
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This study explores how teachers across the United States answer and reason on “teacher assessment tasks” designed to elicit content knowledge for teaching (CKT) about matter and its interactions. It leverages a think…
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This study explores design strategies used by experienced designers in Energy3D, a computer-aided design (CAD) simulation environment designed for learning settings, to provide insight into supporting students' use of CAD…
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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…
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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 (…
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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…
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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: Both multiple-choice and constructed-response…
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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. Assessment Gaming/…
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This paper describes HASbot, an automated text scoring and real‐time feedback system designed to support student revision of scientific arguments. This paper describes HASbot, an automated text scoring…