Science

A Framework of Construct-Irrelevant Variance for Contextualized Constructed Response Assessment

Estimating and monitoring the construct-irrelevant variance (CIV) is of significant importance to validity, especially for constructed response assessments with rich contextualized information. To examine CIV in contextualized constructed response assessments, we developed a framework including a model accounting for CIV and a measurement that could differentiate the CIV. Specifically, the model includes CIV due to three factors: the variability of assessment item scenarios, judging severity, and rater scoring sensitivity to the scenarios in tasks.

Author/Presenter: 
Xiaoming Zhai
Kevin C. Haudek
Christopher Wilson
Molly Stuhlsatz
Lead Organization(s): 
Year: 
2021
Short Description: 

Estimating and monitoring the construct-irrelevant variance (CIV) is of significant importance to validity, especially for constructed response assessments with rich contextualized information. To examine CIV in contextualized constructed response assessments, we developed a framework including a model accounting for CIV and a measurement that could differentiate the CIV.

Resource(s): 

“Well That's How the Kids Feel!”—Epistemic Empathy as a Driver of Responsive Teaching

While research shows that responsive teaching fosters students' disciplinary learning and equitable opportunities for participation, there is yet much to know about how teachers come to be responsive to their students' experiences in the science classroom. In this work, we set out to examine whether and how engaging teachers as learners in doing science may support responsive instructional practices.

Author/Presenter: 
Lama Z. Jaber
Vesal Dini
David Hammer
Lead Organization(s): 
Year: 
2021
Short Description: 

In this article, the authors present evidence from teachers' reflections that this stability was supported by the teachers' intellectual and emotional experiences as learners. Specifically, they argue that engaging in extended scientific inquiry provided a basis for the teachers having epistemic empathy for their students—their tuning into and appreciating their students' intellectual and emotional experiences in science, which in turn supported teachers' responsiveness in the classroom.

The Quest for Sustainable Futures: Designing Transformative Learning Spaces with Multilingual Black, Brown, and Latinx Young People Through Critical Response-ability

In an era of global climate change, intertwined with social and ecological predation, there is growing recognition of the importance of building socially, environmentally, culturally pluralistic, just and sustainable futures. Yet many of the calls for reform and discourses around sustainability are authored and defined through top-down approaches, by those who have power, privilege, and cognitive authority, and excludes the voices, identities, and epistemologies of those in the margins.

Author/Presenter: 
Shakhnoza Kayumova
Deborah J. Tippins
Year: 
2021
Short Description: 

In this paper we argue for the need to design and develop transformative learning ecologies that explicitly position the diverse voices of youth from nondominant communities as central to re-defining and re-envisioning relationally just, pluralistic, and sustainable futures. To this end, we seek to provide examples from participatory design-based learning ecologies to illustrate the centering of middle school youth voices and agencies from multilingual Black, Brown, and Latinx communities through critical response-ability.

EDC Earth Science

This high school curriculum offers over 61 data-intensive Earth Science investigations, all set in real-world contexts and includes a variety of other activities, including topical fiction and non-fiction readings and research projects and presentations that build critical life and scientific literacy skills. 

Author/Presenter: 
Ruth Krumhansl
Year: 
2015
Short Description: 

This high school curriculum offers over 61 data-intensive Earth Science investigations, all set in real-world contexts and includes a variety of other activities, including topical fiction and non-fiction readings and research projects and presentations that build critical life and scientific literacy skills. 

Wildfire Risks & Impacts

The Wildfire Module asks students to consider the question, "How will wildfire risks and impacts change over the next 100 years?" This five-activity module helps students build an understanding of the variables that influence fire spread rate and intensity, the risks that wildfires bring to people and their communities, and the impact of climate change through focused case studies and interactions with the Wildfire Explorer model. 

Author/Presenter: 
Amy Pallant
Lead Organization(s): 
Year: 
2021
Short Description: 

The Wildfire Module asks students to consider the question, "How will wildfire risks and impacts change over the next 100 years?" This five-activity module helps students build an understanding of the variables that influence fire spread rate and intensity, the risks that wildfires bring to people and their communities, and the impact of climate change through focused case studies and interactions with the Wildfire Explorer model.

Earth Science Resources

This online collection of transformative geoscience resources includes Earth system models, data visualization tools, and curriculum modules. Each module is designed for middle and high school students and is aligned with the Next Generation Science Standards. Teacher Editions, which include detailed background information, tips, and exemplar student responses, are available to help teachers guide their students through each module.

Author/Presenter: 
Amy Pallant
Lead Organization(s): 
Year: 
2021
Short Description: 

This online collection of transformative geoscience resources includes Earth system models, data visualization tools, and curriculum modules. Each module is designed for middle and high school students and is aligned with the Next Generation Science Standards. Teacher Editions, which include detailed background information, tips, and exemplar student responses, are available to help teachers guide their students through each module. Classroom management tools, reports, and a real-time dashboard to help teachers track their students' progress are also available through the Learn portal. Validated pre- and post-assessments for each module are provided.

Next Generation Science Assessment Tasks

Assessment tasks intended to support teaching and learning in classrooms that are enacting NGSS-aligned instruction, and to gain insights into grades 3-8 students’ progress in building proficiency with NGSS performance expectations (PEs).

Author/Presenter: 
The Next Generation Science Assessment Team
Year: 
2018
Short Description: 

Assessment tasks intended to support teaching and learning in classrooms that are enacting NGSS-aligned instruction, and to gain insights into grades 3-8 students’ progress in building proficiency with NGSS performance expectations (PEs). The tasks are designed to increase access and engagement for students with a range of ethnic and cultural backgrounds, linguistic abilities, and learning differences.  The tasks include web-based tools to integrate computational models, which students can manipulate to explore phenomena, to generate data for a scientific argument, or to carry out an experiment. Teachers can select tasks to use with their students and assign them to be completed individually, in small groups, or during whole class instruction. As students complete the assessment tasks online, teachers can monitor student progress in real-time. The assessment portal links scoring rubrics to tasks to help teachers understand and evaluate which aspects of student work show progress toward mastery of the targeted 3-D integrated knowledge. Using these rubrics, teachers can provide online feedback to individual students.

The Argumentation Toolkit

The Argumentation Toolkit is a collection of resources, including classroom videos, strategy guides and professional learning modules, designed to help teachers understand and teach scientific argumentation.

Author/Presenter: 
The Argument Toolkit Team
Year: 
2018
Short Description: 

The Argumentation Toolkit is a collection of resources, including classroom videos, strategy guides and professional learning modules, designed to help teachers understand and teach scientific argumentation.

The DiALoG Science Argumentation Tool

DiALoG stands for Diagnosing the Argumentation Levels of Groups. It is designed for teachers to formatively assess the quality of evidence-based arguments and to guide the selection of instructional responses designed to Improve the quality of students’ arguments. DiALoG assesses two important aspects of group argumentation – how well students construct their own evidence-based arguments (the INTRApersonal) and how well students are able to reconcile differences with others to co-construct meaning (the INTERpersonal).

Author/Presenter: 
The DiALoG Team
Year: 
2017
Short Description: 

DiALoG stands for Diagnosing the Argumentation Levels of Groups. It is designed for teachers to formatively assess the quality of evidence-based arguments and to guide the selection of instructional responses designed to Improve the quality of students’ arguments. DiALoG assesses two important aspects of group argumentation – how well students construct their own evidence-based arguments (the INTRApersonal) and how well students are able to reconcile differences with others to co-construct meaning (the INTERpersonal). The DiALoG system includes the DiALoG tool itself, along with the accompanying Responsive Mini Lessons (RMLs) and User Guides (UGs).

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