The significance of inquiry skills is widely acknowledged in science practice across many areas. Carrying out experimental investigations is an indispensable element of scientific inquiry and, therefore, an important capability to assess.
Presenters discuss creating and evaluating a substantial revision of an existing assessment of early mathematics using emerging, multidimensional, cognitive and psychometric, theoretical models.
Advancing understanding of how early learning of mathematics progress is dependent on the development of good measures. Presenters of this session produced the “Research-based Early Mathematics Assessment” (REMA), and now better understand its limitations. They are now creating and evaluating a substantial revision of the REMA using emerging multidimensional theoretical models, both cognitive and psychometric. The development of this instrument will lead to substantive advances in the fields of mathematics education research, cognitive psychology, and psychometric theory.
How have technology-enhanced assessment projects studied their technical quality, effectiveness, and feasibility? Four mature assessment projects share designs, research methods, findings, and challenges.
This collaborative session brings together four mature projects that use different approaches to develop and validate technology-enhanced STEM assessments. Presenters share their designs, research findings, and implications for measuring STEM standards. All offer evidence addressing four questions: (1) What was the technical quality (reliability and validity) and effectiveness of the assessments for their intended purposes? (2) How feasible were the assessments to implement in classrooms? (3) How can the projects can be scaled up and sustained?
This session provides an overview of the design of the PARCC assessments and describes the research studies and resources PARCC has or plans to develop to support the implementation of the Common Core State Standards (CCSS).* This is a one-hour session with the option to remain in the room for informal discussion after the presentation.
The Partnership for the Assessment of College and Career Readiness (PARCC) is a consortium of 24 states that received a Race to the Top Assessment Grant from the U.S. Department of Education in the fall of 2010 to build a next-generation student assessment system. The assessments will be based on the Common Core State Standards (CCSS) for English Language Arts/Literacy and Mathematics and target students in grades 3–11.
(Open to all grantees who might commit to the work group activities during 2012)
CADRE invites you to join a newly established group on embedding formative assessment into STEM education curricula and materials.
CADRE invites participants to join a newly established work group on embedding formative assessment into STEM education curricula and materials. This session is intended for individuals who may be interested in committing a day or two to group work this year. The group discusses topics for focus, procedures that maximize knowledge building while minimizing burden, and a vision for a group product. The group explores tapping outside and DR K–12 expertise for the work.
This session provides an update about the development of the Next Generation Science Standards (NGSS), with a special focus on implications for curriculum development, professional development, and assessment.
Work is progressing to develop the Next Generation Science Standards (NGSS). With private funding from the Carnegie Corporation and support from National Science Teachers Association (NSTA) and the American Association for the Advancement of Science (AAAS), the National Research Council (NRC) and Achieve, Inc., have embarked on a two-step cooperative process to develop the NGSS. The first step was to develop a conceptual framework that is grounded in current research on science and science learning and identifies the science all K–12 students should know.
The panel provides an overview of what presenters know about how learning takes place in games and how each of these projects is crafting assessment in virtual and game-based environments.
The session brings together seven DR K–12 projects focused on game-based STEM learning and assessments of science content and inquiry. The panel provides an overview of what they know about how learning takes place in games and how each of these projects is crafting assessments in virtual and game-based environments. They focus on strategies for leveraging popular game mechanics with research from the learning sciences, psychology, science education, and computer science to support and assess players as they develop robust understandings of core scientific concepts and practices.
Liu, O.L., Lee, H.S., & Linn, M.C. (2011b). Measuring knowledge integration: Validation of four-year assessments. Journal of Research in Science Teaching, 48(9), 1079-1107.
ABSTRACT:
Liu, O.L., Lee, H.S., & Linn, M.C. (2011b). Measuring knowledge integration: Validation of four-year assessments. Journal of Research in Science Teaching, 48(9), 1079-1107.
ABSTRACT:
