Christopher Harris


Professional Title: 
Senior Researcher in Science Education

The project team will conduct an efficacy study of a new comprehensive science curriculum for middle grades 6-8 called Amplify Science Middle School (ASMS). This school science curriculum integrates disciplinary core ideas, science and engineering practices, and crosscutting concepts. The overarching aim of the study will be to understand the impact of the curriculum on student achievement, classroom implementation, and teacher practice in relation to the recommendations of "A Framework for K-12 Science Education" and the Next Generation of Science Standards.


The main goal of this study will be to conduct exploratory-design work to produce both the design approach and the early-stage tasks that are critical inputs for creating a program of research and development to more fully develop a suite of innovative assessment tasks for the early grades. Specific goals of the effort will be: (1) to iteratively develop and refine a design approach that enables assessment designers to develop Next Generation Science Standards (NGSS)-aligned tasks and rubrics that include a literacy component for the early grades; (2) to use this design approach to create two exemplar assessment tasks that are feasible for classroom use; and (3) to collect initial evidence that informs the promise of the design approach.


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).

SRI International, Michigan State University (MSU), University of Colorado Boulder, University of Michigan (UM)

This research and development project examines the impact of the Project-Based Inquiry Science (PBIS) middle school science curriculum. The research questions explored will look into efficacy, implementation, and teacher practice. A unique feature of the study’s design is an analytic focus on the conditions needed to implement the curriculum in ways that improve student learning in light of the Framework for K-12 Science Education.


This project will bring together a multi-disciplinary team of researchers and science teachers to identify a set of practices that science teachers can readily incorporate into their planning and instruction. The project will design, develop, and test a research-based professional learning approach to help middle school science teachers effectively support and sustain student motivational competencies during science instruction.