This is a collaborative project to develop, test, and analyze sets of technology-supported diagnostic classroom assessments for middle school (grades 6-8) physical science. Assessments are aligned with the performance assessment and evidence-centered design methodologies suggested in the Framework for K-12 Science Education (NRC, 2012).
Designing Assessments in Physical Science Across Three Dimensions (Collaborative Research: Pellegrino)
Evaluation of the Cognitive, Psychometric, and Instructional Affordances of Curriculum-embedded Assessments: A Comprehensive Validity-based Approach
This project’s overarching goal is to evaluate the assessment components embedded within two NSF-supported mathematics curricula: Everyday Mathematics and Math Trailblazers. The investigators will apply a comprehensive validity perspective that integrates a variety of empirical evidence regarding the cognitive, psychometric, and instructional affordances of multiple assessments embedded in these curricula as part of their overall instructional design.
Improving Formative Assessment Practices: Using Learning Trajectories to Develop Resources That Support Teacher Instructional Practice and Student Learning in CMP2
The overarching goal of this project is to develop innovative instructional resources and professional development to support middle grades teachers in meeting the challenges set by college- and career-ready standards for students' learning of algebra.
Improving Multi-Dimensional Assessment and Instruction: Building and Sustaining Elementary Science Teachers' Capacity through Learning Communities (Collaborative Research: Pellegrino)
The main goal of this project is to better understand how to build and sustain the capacity of elementary science teachers in grades 3-5 to instruct and formatively assess students in ways that are aligned with contemporary science education frameworks and standards. To achieve this goal, the project will use classroom-based science assessment as a focus around which to build teacher capacity in science instruction and three-dimensional learning in science.
Students who fail algebra in the ninth grade are significantly less likely than their peers to graduate from high school on time. This project intends to test a common support strategy for at-risk students that provides an extra period of algebra, commonly known as a "double dose" condition. The Intensified Algebra (IA) is an intervention that addresses both the academic and non-academic needs of students.