TY - JOUR
T1 - The challenge of assessing “knowledge in use”
T2 - 13th International Conference of the Learning Sciences, ICLS 2018: Rethinking Learning in the Digital Age: Making the Learning Sciences Count
AU - Pellegrino, James W.
AU - Gane, Brian
AU - Zaidi, Sania
AU - Harris, Christopher J.
AU - Alozie, Nonye
AU - Pennock, Phyllis
AU - Severance, Samuel
AU - Neumann, Knut
AU - Fortus, David
AU - Krajcik, Joseph
AU - Nordine, Jeffrey
AU - Furtak, Erin Marie
AU - Briggs, Derek
AU - Chattergoon, Rajendra
AU - Penuel, William R.
AU - Wingert, Kerri
AU - Van Horne, Katie
N1 - Publisher Copyright:
© ISLS.
PY - 2018
Y1 - 2018
N2 - 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.
AB - 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.
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M3 - Conference article
AN - SCOPUS:85053882908
SN - 1814-9316
VL - 2
SP - 1211
EP - 1218
JO - Proceedings of International Conference of the Learning Sciences, ICLS
JF - Proceedings of International Conference of the Learning Sciences, ICLS
IS - 2018-June
Y2 - 23 June 2018 through 27 June 2018
ER -