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This brief gives an overview—and by no means a comprehensive one—of several NGSS-aligned projects in the areas of curriculum, instruction, assessment, and professional development.
This brief gives an…
Constructing Assessment Tasks that Blend Disciplinary Core Ideas, Crosscutting Concepts, and Science Practices for Classroom Formative Applications
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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 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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Three middle school science curricular units on the topics of genetics, ocean biodiversity & discourse, and solar ovens & design critiques.
Three middle school science curricular units on the…
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To understand the mathematics writing of students, we conducted a synthesis to evaluate empirical research about mathematics writing. We identified 29 studies that included a mathematics-writing assessment, intervention,…
Initial Understandings of Fraction Concepts Evidenced by Students With Mathematics Learning Disabilities and Difficulties
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This study extends current literature by presenting key understandings of fractions, documented through problem-solving activity, language, representations, and operations, evidenced by students with LD and mathematics…
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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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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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The goal for this proceeding is to foster the conversation about validation using examples and to communicate information about validation in ways that are broadly accessible.
Validity-related issues…
Opportunities to Participate (OtP) in Science: Examining Differences Longitudinally and Across Socioeconomically Diverse Schools
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The purpose of this study was to develop and validate a survey of opportunities to participate (OtP) in science that will allow educators and researchers to closely approximate the types of learning opportunities students…
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Use these ideas to diagnose and address common conceptual obstacles that inhibit students’ success.
Cirillo, M. & Hummer, J. (2019). Addressing misconceptions in secondary geometry proof.…
Automated text scoring and real‐time adjustable feedback: Supporting revision of scientific arguments involving uncertainty
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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…
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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 article describes how research-based learning progressions can be used to enhance the analysis and response to student work.
Dig deeper into classroom artifacts using research-based learning…
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Test scoring procedures should align with the intended uses and interpretations of test results. In this paper, we examine three test scoring procedures for an operational assessment of early numeracy, the Early Grade…
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This paper illustrates how the combination of teacher and computer guidance can strengthen collaborative revision and identifies opportunities for teacher guidance in a computer-supported collaborative learning environment…
Understanding Science and Language Connections: New Approaches to Assessment with Bilingual Learners
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Authors report on the use of bilingual constructed response science assessments in the context of a research and development partnership with secondary school science teachers.
We report on the use of…
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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…
The Effect of Automated Feedback on Revision Behavior and Learning Gains in Formative Assessment of Scientific Argument Writing
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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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In this article, authors examined classroom videos of nine experienced teachers of elementary, middle, and high school science, aiming to create a model of FA enactment that is useful to teachers.…
Chemistry Critical Friendships: Investigating Chemistry-Specific Discourse within a Domain-General Discussion of Best Practices for Inquiry Assessments
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Presented in this paper are the results from analyzing a discussion between five high school chemistry teachers as they generated a set of best practices for inquiry assessments.
High school chemistry…
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In this article, authors use meta-analysis to analyze 42 design and comparison studies involving data from 7699 students spanning over 35 years.
Graph technologies are now widely available in K-12…
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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…
Pathways for Analyzing and Responding to Student Work for Formative Assessment: The Role of Teachers’ Goals for Student Learning
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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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In this report, authors describe the results of a rigorous two-year study of the impacts of a mathematics initiative called Ongoing Assessment Project (OGAP) on teacher and student learning in grades 3-5 in two…
Revisiting Purpose and Conceptualisation in the Design of Assessments of Mathematics Teachers’ Knowledge
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In this paper, authors focus on the design of assessments of mathematics teachers’ knowledge by emphasising the importance of identifying the purpose for the assessment, defining the specific construct to be measured, and…
Investigating Classroom-related Factors that Influence Student Perceptions of LEGO Robots as Educational Tools in Middle Schools
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This paper investigates classroom-related factors such as pedagogical strategies and management of robotics-based educational content that contribute to the formation of student perceptions in robotics-enhanced classes…
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This paper will describe the process and result of developing a LEGO robotics, NGSS, and 5E aligned middle school curriculum during a three-week summer PD program for teachers who teach urban students-of-color…
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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…
Analyzing Successful Teaching Practices in Middle School Science and Math Classrooms when using Robotics
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This paper analyzes teaching practices that successfully integrate robotics in middle school science and math classrooms.
A robotics-based curriculum offers numerous opportunities to enrich science,…
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This paper describes how the design canvas of Kline et al. was adopted and implemented in our workshop and investigates its benefits.
Advances in science and technology are shaping every aspect of our…
Designing Robotics-based Science Lessons Aligned with the Three Dimensions of NGSS-plus-5E Model: A Content Analysis
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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…
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A poster to be presented at the Association of Science Teacher Educators International Conference.
Hapgood, S., Heuring, J. & Wilson, G., Czerniak, C. (Accepted for January 2020). Early Childhood…
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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…
Longitudinal Impact of Early Childhood Science Instruction on Middle Grades Literacy and Mathematics
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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…
Scientific Inquiry for Young Children: Linking Teacher Professional Development and Family Engagement to Improve Student Achievement
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Paper presented at the Society for Research on Child Development Conference.
Hapgood, S., Paprzycki, P., Czerniak, C.M. (2019). Scientific Inquiry for Young Children: Linking Teacher Professional…
Thinking Beyond the Score: Multidimensional Analysis of Student Performance to Inform the Next Generation of Science Assessments
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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…
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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…
Knowledge in Use: Examining Elementary Teachers’ Content Knowledge for Teaching (CKT) about Matter using Scenario-Based Assessment
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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…
Elementary Pre-service Teachers' Perceptions of Assessment Tasks to Measure Content Knowledge for Teaching about Matter
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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…
Designing Educative Curriculum Materials for Teacher Educators: Supporting Elementary Teachers' Content Knowledge for Teaching about Matter
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Building on the work of Ball and Cohen and that of Davis and Krajcik, as well as more recent research related to K12 teacher learning from and about curriculum materials, we seek to answer the question, How can educative…
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A cluster randomized trial design was used to examine the effectiveness of a Grades 3 to 5 early algebra intervention with a diverse student population.
A cluster randomized trial design was used to…
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The purpose of this presentation is to convey validity evidence for a new measure titled Problem-Solving Measure for grade four (PSM4), an assessment within the previously published PSM series designed for elementary and…
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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…
The Role of Instructional Materials in the Relationship Between the Official Curriculum and the Enacted Curriculum
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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…
On the Alignment of Teachers’ Mathematical Content Knowledge Assessments with the Common Core State Standards
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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…
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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…
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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.…
Investigating High School Chemistry Teachers’ Assessment Item Generation Processes for a Solubility Lab
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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…
Investigating How Assessment Design Guides High School Chemistry Teachers’ Interpretation of Student Responses to a Planned, Formative Assessment
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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…