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|Title:||Assessing Systems Thinking Across Disciplines: A Learning Progression|
|Authors:||Rehmat, Abeera P.|
Hmelo-Silver, Cindy E.
|Keywords:||Learning and Identity|
|Publisher:||International Society of the Learning Sciences (ISLS)|
|Citation:||Rehmat, A. P., Hmelo-Silver, C. E., Housh, K., Liu, L., & Cisterna, D. (2020). Assessing Systems Thinking Across Disciplines: A Learning Progression. In Gresalfi, M. and Horn, I. S. (Eds.), The Interdisciplinarity of the Learning Sciences, 14th International Conference of the Learning Sciences (ICLS) 2020, Volume 2 (pp. 899-900). Nashville, Tennessee: International Society of the Learning Sciences.|
|Abstract:||Learning progressions are a promising framework that can serve the basis for designing assessments to measure students’ knowledge about complex systems. Using an innovative approach to simulation-based assessments, we investigated students' experiences related to their performance on three simulation-based science assessments. Simulations and scenarios in which systems and system models were contextualized connected authentic real-world experiences that were relatable. These experiences may have enabled elicitation of evidence to map student performance onto the LPs.|
|Appears in Collections:||ICLS 2020|
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