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Assessing a learning progression in science: Solving psychometric issues Nathaniel J. S. Brown, Cathleen A. Kennedy, Ka

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Assessing a learning progression in science: Solving psychometric issues Nathaniel J. S. Brown, Cathleen A. Kennedy, Ka

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    2. The Dream Calibrated Formative Assessment

    3. The CAESL/FAST Study The assessment system was used in conjunction with the FAST buoyancy unit taught by 13 teachers in 28 middle school science classes. From among their classes, each teacher selected a target class for which they would collect and report all student responses to the pretest, three Reflective Lessons (RL@4, RL@7, and RL@10), and the post test. Of the thirteen original participants, eight teachers were able to provide this data for a total of 221 studentsThe assessment system was used in conjunction with the FAST buoyancy unit taught by 13 teachers in 28 middle school science classes. From among their classes, each teacher selected a target class for which they would collect and report all student responses to the pretest, three Reflective Lessons (RL@4, RL@7, and RL@10), and the post test. Of the thirteen original participants, eight teachers were able to provide this data for a total of 221 students

    4. BEAR Assessment System Four principles 1. Developmental perspective 2. Match between instruction and assessment 3. Management by teachers 4. Evidence of quality Four building blocks 1. Construct map 2. Items design 3. Outcome space 4. Measurement model

    5. BEAR Assessment System Principle 1 Developmental perspective Assessment system should be based on a developmental perspective of student learning Building Block 1 Construct map Visual metaphor for how the students develop, and how their item responses change

    17. Before the unit, only 35% of the students were in the position to be coordinating the concepts of mass and volume to explain buoyancy; this had risen to 70% by the end of the unit. Lots of detail here - HLM analyses, etc. Come to AERA talk or get our full paper to learn about that. Here, I want to focus on some psychometric issues that arose during this study. Before the unit, only 35% of the students were in the position to be coordinating the concepts of mass and volume to explain buoyancy; this had risen to 70% by the end of the unit. Lots of detail here - HLM analyses, etc. Come to AERA talk or get our full paper to learn about that. Here, I want to focus on some psychometric issues that arose during this study.

    18. Well, not reallyWell, not really

    19. We even ran into difficulty with just this!We even ran into difficulty with just this!

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