Dermot Donnelly

LinkedIn URL
https://www.linkedin.com/in/dermotdonnelly/
Professional Title
Postdoctoral Scholar
Organization/Institution
University of California, Berkeley (UC Berkeley)
About Me (Bio)
DERMOT F. DONNELLY is a Post-Doctoral Scholar in the Graduate School of Education at the University of California, Berkeley. His research interests are in the use of technology to support inquiry based practices, in particular how technology can support valid and reliable assessments that encompass automated scoring. He was a EUOSSIC (European Union-Oceanic Social Sciences Interregional Consortium) fellow in New Zealand in 2011 and was an IRC (Irish Research Council) scholar for his PhD studies. His PhD studied the use of a virtual chemistry laboratory to support inquiry based practices in Irish secondary schools.
Personal Website
https://www.twitter.com/dfdonn
http://www.researchgate.net/profile/dermotdonnelly
Keywords
Assessment

Continuous Learning and Automated Scoring in Science (CLASS)

University of California, Berkeley (UC Berkeley)
09/01/2011

This five-year project investigates how to provide continuous assessment and feedback to guide students' understanding during science inquiry-learning experiences, as well as detailed guidance to teachers and administrators through a technology-enhanced system. The assessment system integrates validated automated scorings for students' written responses to open-ended assessment items into the "Web-based Inquiry Science Environment" (WISE) program.

Visualizing to Integrate Science Understanding for All Learners (VISUAL)

University of California, Berkeley (UC Berkeley)
09/01/2009

This project is exploring how curricula and assessment using dynamic, interactive scientific visualizations of complex phenomena can ensure that all students learn significant science content. Dynamic visualizations provide an alternative pathway for students to understand science concepts, which can be exploited to increase the accessibility of a range of important science concepts. Computer technologies offer unprecedented opportunities to design curricula and assessments using visual technologies and to explore them in research, teaching, and learning.