Please use this identifier to cite or link to this item: https://repository.isls.org//handle/1/3267
Title: Using Construct-Centered Design to Align Curriculum, Instruction, and Assessment Development in Emerging Science
Authors: Pellegrino, James
Krajcik, Joseph
Stevens, Shawn
Swarat, Su
Shin, Namsoo
Delgado, Cesar
Moher, Tom
Shipley, Emily
Szeto, Alan
Song, Minyoung
Cahill, Clara
Bodner, George
Daly, Shanna
Drane, Denise
Geier, Susan
Hagedorn, Eric
Lauhon, Lincoln
Light, Gregory
Silva, Brenda Lopez
Quintana, Chris
Park, Eun Jung
Unterman, Nathan
Wischow, Emily
Issue Date: Jun-2008
Publisher: International Society of the Learning Sciences, Inc.
Citation: Pellegrino, J., Krajcik, J., Stevens, S., Swarat, S., Shin, N., Delgado, C., Moher, T., Shipley, E., Szeto, A., Song, M., Cahill, C., Bodner, G., Daly, S., Drane, D., Geier, S., Hagedorn, E., Lauhon, L., Light, G., Silva, B. L., Quintana, C., Park, E. J., Unterman, N., & Wischow, E. (2008). Using Construct-Centered Design to Align Curriculum, Instruction, and Assessment Development in Emerging Science. In Kanselaar, G., Jonker, V., Kirschner, P. A., & Prins, F. J. (Eds.), International Perspectives in the Learning Sciences: Cre8ing a learning world. Proceedings of the Eighth International Conference for the Learning Sciences – ICLS 2008, Volumes 3 (pp. 314-321). Utrecht, The Netherlands: International Society of the Learning Sciences.
Abstract: The National Center for Learning and Teaching in Nanoscale Science and Engineering was established to conduct research on how to effectively introduce emergent sciences into K-16 classrooms, using nanoscale science and engineering (NSE) as an example. One of the NCLT's main goals is to develop an approach to map out the knowledge domains (constructs) associated with NSE and use these domains to guide learning research and the development of instructional materials, assessment, and teacher education. These efforts have been aligned through the development and institution of Construct-Centered Design (CCD), a principled process that is based largely on evidence-centered assessment design (Mislevy, Steinberg, Almond, Haertel, & Penuel, 2003) and learning goal-driven design (Krajcik, McNeill & Reiser, 2007). This poster session provides an overview of the CCD process and illustrates how the use of this process has afforded alignment of learning research with the development of instructional materials and assessments.
URI: https://doi.dx.org/10.22318/icls2008.3.314
https://repository.isls.org//handle/1/3267
Appears in Collections:ICLS 2008

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