Multilevel Assessment for Discourse, Understanding, and Achievement

Autor/inn/en	Hickey, Daniel T.; Zuiker, Steven J.
Titel	Multilevel Assessment for Discourse, Understanding, and Achievement
Quelle	In: Journal of the Learning Sciences, 21 (2012) 4, S.522-582 (61 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1050-8406
DOI	10.1080/10508406.2011.652320
Schlagwörter	Program Effectiveness; Achievement Tests; Performance Based Assessment; Genetics; Cognitive Science; Feedback (Response); Computer Assisted Instruction; Alignment (Education); Educational Assessment; Student Evaluation; High School Students; Curriculum Implementation; Science Instruction; Computer Simulation; Instructional Innovation; Situational Tests; Comparative Analysis; Control Groups; Program Evaluation; Formative Evaluation; Instructional Effectiveness; Federal Aid; Computer Software; Instructional Material Evaluation; Evaluation Problems; Urban Schools; Grade 9 + Suchen Sie Ihr Suchwort? Achievement test; Achievement; Testing; Test; Tests; Leistungsbeurteilung; Leistungsüberprüfung; Leistung; Testdurchführung; Testen; Leistungsermittlung; Humangenetik; Kognitionswissenschaft; Computer based training; Computerunterstützter Unterricht; Education; assessment; Bewertungssystem; Schulnote; Studentische Bewertung; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Computergrafik; Computersimulation; Educational Innovation; Bildungsinnovation; Situationsansatz; Programme evaluation; Programmevaluation; Unterrichtserfolg; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule; School year 09; 9. Schuljahr; Schuljahr 09
Abstract	Evaluating the impact of instructional innovations and coordinating instruction, assessment, and testing present complex tensions. Many evaluation and coordination efforts aim to address these tensions by using the coherence provided by modern cognitive science perspectives on domain-specific learning. This paper introduces an alternative framework that uses emerging situative assessment perspectives to align learning across increasingly formal levels of educational practice. This framework emerged from 2 design studies of a 20-hr high school genetics curriculum that used the GenScope computer-based modeling software. The 1st study aligned learning across (a) the contextualized enactment of inquiry-oriented activities in GenScope, (b) "feedback conversations" around informal embedded assessments, and (c) a formal performance assessment; the 2nd study extended this alignment to a conventional achievement test. Design-based refinements ultimately delivered gains of nearly 2 "SD" on the performance assessment and more than 1 "SD" in achievement. These compared to gains of 0.25 and 0.50 "SD", respectively, in well-matched comparison classrooms. General and specific assessment design principles for aligning instruction, assessment, and testing and for evaluating instructional innovations are presented. (Contains 17 footnotes, 3 tables and 12 figures.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10