Please use this identifier to cite or link to this item: https://repository.isls.org//handle/1/635
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dc.contributor.authorMiller, Emily
dc.contributor.authorCodere, Susan
dc.contributor.authorKrajcik, Joe
dc.date.accessioned2018-11-04T23:35:54Z
dc.date.accessioned2018-11-04T22:40:15Z-
dc.date.available2018-11-04T23:35:54Z
dc.date.available2018-11-04T22:40:15Z-
dc.date.issued2018-07
dc.identifier.citationMiller, E., Codere, S., & Krajcik, J. (2018). Developing Assessment Tasks to Promote Student Sensemaking of Phenomena and Flexible Thinking. 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 3. London, UK: International Society of the Learning Sciences.en_US
dc.identifier.urihttps://doi.dx.org/10.22318/cscl2018.1381
dc.identifier.urihttps://repository.isls.org//handle/1/635-
dc.description.abstractThe knowledge-in-use perspective states that useable knowledge allows for problem solving, explaining real-world phenomena, and constructing new ideas. We developed assessment tasks that measure students’ capacity to solicit and select from an array of the dimensions of scientific knowledge to make sense of an unfamiliar phenomenon. Evidence of knowledge-in-use includes depth of usable knowledge; flexibility in applying various ideas; and a robust community perspective. Our work shows that assessments can measure growth in knowledge-in-use.en_US
dc.language.isoenen_US
dc.publisherInternational Society of the Learning Sciences, Inc. [ISLS].en_US
dc.titleDeveloping Assessment Tasks to Promote Student Sensemaking of Phenomena and Flexible Thinkingen_US
dc.typeBook chapteren_US
Appears in Collections:ICLS 2018

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