Assessment

Alliance for Science Educators (ASET) Toolkit

The ASET Toolkit is a Next Generation Science Standards (NGSS) planning toolkit designed to help science educators plan lessons and units that integrate the 3 dimensions outlined in the Framework (NRC, 2012).

Author/Presenter

Michele Korb

Year
2024
Short Description

The ASET Toolkit is a Next Generation Science Standards (NGSS) planning toolkit designed to help science educators plan lessons and units that integrate the 3 dimensions outlined in the Framework (NRC, 2012). The toolkit includes: 1) Dialogic tools that foster and support deepening awareness and understanding of how to make the significant shifts in instruction, learning, and formative assessment required by the new science reform documents, and 2) Analytical tools for revising existing and/or developing new curriculum that better supports 3-dimensional teaching, learning, and formative assessment of student learning.

Next Generation Science Assessment (NGSA) Task Portal

This portal contains classroom-ready assessments for elementary and middle school teachers to use formatively to gain insights into their students’ progress on achieving NGSS performance expectations.

Author/Presenter

James Pellegrino

Carla Strickland

Year
2023
Short Description

This portal contains classroom-ready assessments for elementary and middle school teachers to use formatively to gain insights into their students’ progress on achieving NGSS performance expectations.

Next Generation Science Assessment (NGSA) Task Portal

This portal contains classroom-ready assessments for elementary and middle school teachers to use formatively to gain insights into their students’ progress on achieving NGSS performance expectations.

Author/Presenter

James Pellegrino

Carla Strickland

Year
2023
Short Description

This portal contains classroom-ready assessments for elementary and middle school teachers to use formatively to gain insights into their students’ progress on achieving NGSS performance expectations.

Toward a Better Understanding of the Nature of Pedagogical Content Knowledge for Fractions: The Role of Experience

Mathematical knowledge for teaching (MKT) is a professional knowledge crucial for effective mathematics instruction, encompassing both content knowledge (CK) and pedagogical content knowledge (PCK). The purpose of this study is to investigate the hierarchical structure of PCK for fractions by seeking further evidence for the PCK-Fractions assessment. The PCK-Fractions measure is designed to examine the effectiveness of teacher education program and field experiences in facilitating preservice teachers’ (PSTs) PCK for children’s fraction reasoning in grades 4–6.

Author/Presenter

Maryam Zolfaghari

Karl Kosko

Christine Austin

Lead Organization(s)
Year
2024
Short Description

Mathematical knowledge for teaching (MKT) is a professional knowledge crucial for effective mathematics instruction, encompassing both content knowledge (CK) and pedagogical content knowledge (PCK). The purpose of this study is to investigate the hierarchical structure of PCK for fractions by seeking further evidence for the PCK-Fractions assessment.

Accountable Assessment

There is widespread agreement about the importance of accounting for the extent to which educational systems advance student learning. Yet, the forms and formats of accountable assessments often ill serve students and teachers; the summative judgements of student performance that are typically employed to indicate proficiencies on benchmarks of student learning commonly fail to capture student performance in ways that are specific and actionable for teachers. Timing is another key barrier to the utility of summative assessment.

Author/Presenter

Richard Lehrer

Lead Organization(s)
Year
2021
Short Description

The author describes an innovative approach to assessment that aims to blend the productive characteristics of both summative and formative assessment. The resulting assessment system is accountable to students and teachers by providing actionable information for improving classroom instruction, and at the same time, it addresses the demands of psychometric quality for purposes of system accountability as it is currently practiced (in the US).

5D Assessment Development Tool

Our 5D assessment development process is eight phases, each with a clear goal and tools to support task development. The tools and processes are combined in the 5D Assessment Development Tool for easy access from a single source.

Author/Presenter

5D Assessment Team

Lead Organization(s)
Year
2023
Short Description

Our 5D assessment development process is eight phases, each with a clear goal and tools to support task development. The tools and processes are combined in the 5D Assessment Development Tool for easy access from a single source.

The Dimensionality of the Epistemic Orientation Survey and Longitudinal Measurement Invariance for the Short Form of EOS (EOS-SF)

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 factors were selected and built into a short form of EOS (EOS-SF) including knowledge generation, knowledge replication, epistemic nature of knowledge, and student ability. To track the stability of the factor structure for each factor of EOS-SF, longitudinal invariance models were conducted. Partial measurement invariance was obtained for each of the four factors of EOS-SF.

Author/Presenter

Chenchen Ding

Gavin Fulmer

Lesa Hoffman

Brian Hand

Jee K. Suh

Lead Organization(s)
Year
2023
Short Description

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 factors were selected and built into a short form of EOS (EOS-SF) including knowledge generation, knowledge replication, epistemic nature of knowledge, and student ability.

Uncovering Middle School CS Students’ Understanding of Variables and Control Structures: A Cognitive Think-Aloud Approach

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. Each student worked on 16-22 formative assessment tasks designed to assess understanding on the ‘Algorithms and Programming’ middle school CS standards. Our study describes students’ interpretations of the CS concepts and discusses potential factors influencing student interpretations. Significance and next steps are described.

Author/Presenter

Hui Yang

Satabdi Basu

Daisy Rutstein

Arif Rachmatullah

Carol Tate

Christopher Ortiz

Eliese Rulifson

Lead Organization(s)
Year
2023
Short Description

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.

Exploring Middle School Students’ Understanding of Algorithms Using Standards-aligned Formative Assessments: Teacher and Researcher Perspectives

‘Algorithms’ is a core CS concept included in the K-12 CS standards, yet student challenges with understanding different aspects of algorithms are still not well documented, especially for younger students. This paper describes an approach to decompose the broad middle-school ‘algorithms’ standard into finer grained learning targets, develop formative assessment tasks aligned with the learning targets, and use the tasks to explore student understanding of, and challenges with, the various aspects of the standard.

Author/Presenter

Satabdi Basu

Daisy Rutstein

Carol Tate

Arif Rachmatullah

Hui Yang

Christopher Ortiz

Lead Organization(s)
Year
2023
Short Description

‘Algorithms’ is a core CS concept included in the K-12 CS standards, yet student challenges with understanding different aspects of algorithms are still not well documented, especially for younger students. This paper describes an approach to decompose the broad middle-school ‘algorithms’ standard into finer grained learning targets, develop formative assessment tasks aligned with the learning targets, and use the tasks to explore student understanding of, and challenges with, the various aspects of the standard.

Designing Standards-aligned Formative Assessments to Explore Middle School Students’ Understanding of Algorithms

'Algorithms’ is a core CS concept included in the K-12 CS learning standards, yet student challenges with understanding and using algorithms are still not well documented. This paper describes an approach to decompose the broad middle-school ‘algorithms’ standard into finer grained learning targets, develop formative assessment tasks aligned with the fine-grained learning targets, and use the tasks to explore student understanding of and challenges with the various concepts underlying the standard.

Author/Presenter

Satabdi Basu

Daisy Wise Rutstein

Arif Rachmatullah

Carol Tate

Hui Yang

Christopher Ortiz

Lead Organization(s)
Year
2023
Short Description

'Algorithms’ is a core CS concept included in the K-12 CS learning standards, yet student challenges with understanding and using algorithms are still not well documented. This paper describes an approach to decompose the broad middle-school ‘algorithms’ standard into finer grained learning targets, develop formative assessment tasks aligned with the fine-grained learning targets, and use the tasks to explore student understanding of and challenges with the various concepts underlying the standard.