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|Title:||Designing From Outer Space: Tensions in the Development of a Task to Assess a Crosscutting Concept|
|Authors:||Furtak, Erin Marie|
|Publisher:||International Society of the Learning Sciences, Inc. [ISLS].|
|Citation:||Furtak, E. M., Binder, T., & Henson, K. (2018). Designing From Outer Space: Tensions in the Development of a Task to Assess a Crosscutting Concept. 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 1. London, UK: International Society of the Learning Sciences.|
|Abstract:||New visions of science learning that integrate disciplinary core ideas, scientific practices, and crosscutting concepts necessitate new approaches to assessment design. This paper documents the iterative design of an assessment task intended to trace the crosscutting concept of energy across three different disciplinary contexts in high school science. We review and synthesize literature on performance tasks, three-dimensional task design, and research into student thinking about energy. Then, working with examples from a research-practice partnership, we identify three tensions that have emerged in the process of design: tension between practice-as-embodied in the task and the current state of practice in our partner district, tensions in creating scorable outcome space as students model and explain energy across systems, and tension in asking students to represent energy in ways that pose challenges for disciplinary experts. We close by summarizing ongoing challenges for assessment designers engaged in designing assessments for crosscutting concepts.|
|Appears in Collections:||ICLS 2018|
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