Please use this identifier to cite or link to this item: https://repository.isls.org//handle/1/595
Title: The Challenge of Assessing “Knowledge in Use”: Examples from Three-Dimensional Science Learning and Instruction
Authors: Pellegrino, James W
Gane, Brian Douglas
Zaidi, Sania Zahra
Harris, Christopher J.
McElhaney, Kevin W
Alozie, Nonye
Pennock, Phyllis Haugabook
Severance, Samuel
Neumann, Knut
Fortus, David
Krajcik, Joe
Nordine, Jeffrey
Furtak, Erin Marie
Briggs, Derek
Chattergoon, Rajendra
Penuel, Bill
Wingert, Kerri
Van Horne, Katie
Issue Date: Jul-2018
Publisher: International Society of the Learning Sciences, Inc. [ISLS].
Citation: Pellegrino, J. W., Gane, B. D., Zaidi, S. Z., Harris, C. J., McElhaney, K. W., Alozie, N., Pennock, P. H., Severance, S., Neumann, K., Fortus, D., Krajcik, J., Nordine, J., Furtak, E. M., Briggs, D., Chattergoon, R., Penuel, B., Wingert, K., & Van Horne, K. (2018). The Challenge of Assessing “Knowledge in Use”: Examples from Three-Dimensional Science Learning and Instruction. In Kay, J. and Luckin, R. (Eds.) Rethinking Learning in the Digital Age: Making the Learning Sciences Count, 13th International Conference of the Learning Sciences (ICLS) 2018, Volume 2. London, UK: International Society of the Learning Sciences.
Abstract: This symposium includes four papers focused on meeting challenges in the design and use of assessments of science proficiency for which students are expected to demonstrate their ability to explain scientific phenomena and solve problems by integrating disciplinary concepts with science and engineering practices. This view of multi-dimensional integrated science learning is exemplified by the performance expectations articulated in the Next Generation Science Standards. The four papers describe work that spans multiple grade levels and includes illustrations of the systematic design of assessments of knowledge-in-use for a range of life and physical science concepts, including a focus on energy. Illustrative tasks are provided together with data on student performance. The papers also consider issues of teacher implementation in classrooms, as well as methods that can be used to help teachers gain a deeper understanding of multi-dimensional science learning goals and effective assessment materials.
URI: https://doi.dx.org/10.22318/cscl2018.1211
https://repository.isls.org//handle/1/595
Appears in Collections:ICLS 2018

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