Cumulative Learning using Embedded Assessment Results (CLEAR)

This project focuses on the challenge of using assessment of relevant STEM content to improve K-12 teaching and learning. CLEAR takes advantage of new technologies and research findings to investigate ways that science assessments can both capture and contribute to cumulative, integrated learning of standards-based concepts in middle school courses. The project will research new forms of assessment that document students' accumulation of knowledge and also serve as learning events.

Project Evaluator
Paul Holland
Full Description

The CLEAR project takes advantage of new technologies and research findings to investigate ways that science assessments can both capture and contribute to cumulative, integrated learning of standards-based concepts in middle school courses.

Our research investigates how instructional activities can help middle school students develop a cumulative, integrated understanding of energy. Energy is a unifying scientific concept that has been shown to be difficult to learn due to its complexity and abstract nature.

PROJECT KEYWORDS

Project Materials

Title Type Post date Sort ascending
Integrating Innovative Technologies in Inquiry Science: Professional Development for Teachers and the Impacts on Teacher and Student Learning (Dorsey, Linn, Ryoo, Gerard) Resource
Agreeing to Disagree: Challenges with Ambiguity in Visual Evidence Resource
Can Generating Representations Enhance Learning With Dynamic Visualizations? Resource
Using Interactive Technology to Support Students’ Understanding of the Greenhouse Effect and Global Warming Resource
Enhancing the Authenticity of a Web-Based Module for Teaching Simple Inheritance Resource
A Design-based Approach to Fostering Understanding of Global Climate Change Resource
A Technology-Enhanced Unit of Modeling Static Electricity: Integrating scientific explanations and everyday observations Resource
Collaboration as Scaffolding to Learn from Dynamic, Interactive Scientific Visualizations Resource
School Principals’ Influence on Science Teachers’ Technology Implementation: A Retrospective Analysis Resource
Investigations of a Complex, Realistic Task: Intentional, Unsystematic, and Exhaustive Experimenters Resource
Measuring Knowledge Integration: Validation of Four-Year Assessments Resource
An Investigation of Explanation Multiple-Choice Items in Science Assessment Resource
Combining Learning and Assessment to Improve Science Education Resource
College Students’ Temporal-Magnitude Recognition Ability Associated With Durations of Scientific Changes Resource
Teaching to design educational technologies Resource
Bridging Multiple Expertise in Collaborative Design for Technology-Enhanced Learning Resource
Researching design practices and design cognition: contexts, experiences and pedagogical knowledge-in-pieces. Resource
Professional Development for Technology- Enhanced Inquiry Science Resource
Teaching with Visualizations: A Comparison Study Resource
Taking Educational Games to the Afterschool: Teens and Researchers on a Quest in Collaborative Design-Based Research Resource