This session will engage participants in discussion of design issues and expertise required to develop diagnostic assessments of science and mathematics learning.
The topic of this session will be the exploration of alternative approaches to designing diagnostic assessments in STEM learning. The discussion will concentrate on the full range of methodological decisions involved in drawing on current knowledge of student thinking on key ideas and transforming it into assessment strategies based on underlying models of how knowledge develops over time.
Presenters will enlist audience’s help to expand their thinking about how a suite of Web-based tools that support ambitious forms of science teaching might be adapted for use beyond current research contexts and in more innovative ways. Classroom video of tool-supporting teaching will be shown.
How can tools for teachers foster high-leverage classroom discourse and assessment practices?
This session presents recent implementation findings from four projects, each applying facet-based approaches to formative assessment in different instructional contexts.
This session will describe recent findings from four projects, each applying the facet-based perspective in different instructional contexts: force and motion and waves (middle and high school), properties of matter and particulate nature of matter (middle school), Earth science (middle school), and chemistry (high school).
Four DR K-12 projects will discuss opportunities and challenges that they have encountered when trying to harness psychometric models for diagnosis in science and mathematics education.
What are the opportunities and challenges that arise when trying to harness psychometric models for diagnosis in STEM education?
