The challenge of assessing “knowledge in use”: Examples from three-dimensional science learning and instruction

James W. Pellegrino, Brian Gane, Sania Zaidi, Christopher J. Harris, Nonye Alozie, Phyllis Pennock, Samuel Severance, Knut Neumann, David Fortus, Joseph Krajcik, Jeffrey Nordine, Erin Marie Furtak, Derek Briggs, Rajendra Chattergoon, William R. Penuel, Kerri Wingert, Katie Van Horne

Research output: Contribution to journalConference articlepeer-review

2 Scopus citations

Abstract

This symposium includes four papers focused on meeting challenges in the design and use of assessments of science proficiency for which students are expected to demonstrate their ability to explain scientific phenomena and solve problems by integrating disciplinary concepts with science and engineering practices. This view of multi-dimensional integrated science learning is exemplified by the performance expectations articulated in the Next Generation Science Standards. The four papers describe work that spans multiple grade levels and includes illustrations of the systematic design of assessments of knowledge-in-use for a range of life and physical science concepts, including a focus on energy. Illustrative tasks are provided together with data on student performance. The papers also consider issues of teacher implementation in classrooms, as well as methods that can be used to help teachers gain a deeper understanding of multi-dimensional science learning goals and effective assessment materials.

Original languageEnglish (US)
Pages (from-to)1211-1218
Number of pages8
JournalProceedings of International Conference of the Learning Sciences, ICLS
Volume2
Issue number2018-June
StatePublished - 2018
Externally publishedYes
Event13th International Conference of the Learning Sciences, ICLS 2018: Rethinking Learning in the Digital Age: Making the Learning Sciences Count - London, United Kingdom
Duration: Jun 23 2018Jun 27 2018

ASJC Scopus subject areas

  • Computer Science (miscellaneous)
  • Education

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