Please use this identifier to cite or link to this item: https://repository.isls.org//handle/1/6820
Title: Assessing Systems Thinking Across Disciplines: A Learning Progression
Authors: Rehmat, Abeera P.
Hmelo-Silver, Cindy E.
Housh, Karyn
Liu, Lei
Cisterna, Dante
Keywords: Learning and Identity
Issue Date: Jun-2020
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.
URI: https://doi.dx.org/10.22318/icls2020.899
https://repository.isls.org//handle/1/6820
Appears in Collections:ICLS 2020

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