Using learning performances to design science assessments that measure knowledge-in-use

Kevin W. McElhaney, Gauri Vaishampayan, Cynthia M. D'Angelo, Christopher J. Harris, James W. Pellegrino, Joseph S. Krajcik

Research output: Chapter in Book/Report/Conference proceedingConference contribution

Abstract

New reforms in science education have ushered in fundamental changes in instruction and assessment. These changes include a focus on tightly integrating what students know with what they can do in science. We describe learning performances as integrated performance statements that help teachers identify formative assessment opportunities to support their students in achieving complex end-of-grade-band science performance expectations. This poster describes a principled approach for designing assessment tasks aligned with learning performances that can help guide teachers' instructional decisions.

Original languageEnglish (US)
Title of host publication12th International Conference of the Learning Sciences, ICLS 2016
Subtitle of host publicationTransforming Learning, Empowering Learners, Proceedings
EditorsChee-Kit Looi, Joseph L. Polman, Peter Reimann, Ulrike Cress
PublisherInternational Society of the Learning Sciences (ISLS)
Pages1211-1212
Number of pages2
Volume2
ISBN (Electronic)9780990355083
StatePublished - Jan 1 2016
Externally publishedYes
Event12th International Conference of the Learning Sciences: Transforming Learning, Empowering Learners, ICLS 2016 - Singapore, Singapore
Duration: Jun 20 2016Jun 24 2016

Other

Other12th International Conference of the Learning Sciences: Transforming Learning, Empowering Learners, ICLS 2016
Country/TerritorySingapore
CitySingapore
Period6/20/166/24/16

Keywords

  • Design
  • Formative assessment
  • Science
  • Standards

ASJC Scopus subject areas

  • Computer Science (miscellaneous)
  • Education

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