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Designing and Using an Embedded Assessment System to Track Student Progress Karen Draney. Andrew Galpern, Mark Wilson

2. Overview of the BEAR Assessment System4 Principles4 Building BlocksExample using

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Designing and Using an Embedded Assessment System to Track Student Progress Karen Draney. Andrew Galpern, Mark Wilson

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Presentation Transcript

    1. 1

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    8. 8 Example: Reflective Lessons

    9. 9 An example of a Reflective Lesson

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    16. 16 The process

    17. 17 The process Choosing the constructs: Make an initial list Buoyancy Using Evidence Graphing Conceptual Complexity Building Explanations

    18. 18 The final set Buoyancy: Why Things Sink and Float (WTSF) Building Explanations

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    21. 21 Some additional examples Issues, Evidence, and You (middle school) Evidence and Tradeoffs Designing and Conducting Investigations Understanding Concepts Communicating Scientific Information Group Interaction

    22. 22 The Evidence and Tradeoffs construct

    23. 23 The Designing and Conducting Investigations construct

    24. 24 Additional Examples Living by Chemistry (High School)

    25. 25 Choose item types/outcome space Multiple choice Ordered multiple choice Short answer Essay Investigation Portfolio Less information Easier for teachers and students More information More time-consuming and expensive

    26. 26 Combination of different types Pretest: Multiple choice, Short answer Reflective Lessons: Short answer, Open-ended Posttest: Multiple choice, Short answer, Open-ended

    27. 27 Choose and Apply Measurement Model In this case, two dimensions: Buoyancy (WTSF) Building Explanations Other possibilities E.g. near/far transfer items in pre/posttests

    28. 28 Why a measurement model? Reliability evidence Comparability of scores from different tests (e.g. pre/post and embedded) Graphical summaries of many sorts Data driven decisions Summaries of data at many levels Both normative and criterion based Calculation of unexpected responses

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