Please use this identifier to cite or link to this item:
Full metadata record
DC FieldValueLanguage
dc.contributor.authorDeverel-Rico, Clarissa
dc.contributor.authorFurtak, Erin Marie
dc.coverage.spatialBochum, Germanyen_US
dc.identifier.citationDeverel-Rico, C. & Furtak, E. M. (2021). Challenges in Interpreting Student Responses for Three-Dimensional Classroom Assessment. In de Vries, E., Hod, Y., & Ahn, J. (Eds.), Proceedings of the 15th International Conference of the Learning Sciences - ICLS 2021. (pp. 346-353). Bochum, Germany: International Society of the Learning Sciences.en_US
dc.description.abstractRecent reforms in science education have emphasized the importance of students engaging in three-dimensional learning consisting of science practices, disciplinary core ideas, and crosscutting concepts. However, this kind of learning is challenging to assess, and necessitates multicomponent tasks that allow multiple opportunities for students to share their developing understandings. This paper explores the complexities that arise in interpreting student responses and planning for next instructional steps through the analysis of a three-dimensional, phenomenon-based task for high school students’ modeling of cellular respiration. We describe two approaches for looking at student responses, and analyze the affordances and constraints of each method. We conclude by discussing practical considerations for classroom teachers and implications for developing three-dimensional classroom assessments.en_US
dc.format.extentpp. 346-353
dc.publisherInternational Society of the Learning Sciencesen_US
dc.relation.ispartofProceedings of the 15th International Conference of the Learning Sciences - ICLS 2021.en_US
dc.subjectLearning Sciencesen_US
dc.titleChallenges in Interpreting Student Responses for Three-Dimensional Classroom Assessmenten_US
dc.typeConference Paperen_US
dc.typeLong Paperen_US
Appears in Collections:ISLS Annual Meeting 2021

Files in This Item:
File SizeFormat 
346-353.pdf558.91 kBAdobe PDFView/Open

Items in DSpace are protected by copyright, with all rights reserved, unless otherwise indicated.