Approaches to the Use of Learning Progressions Within Multidimensional Formative Assessment Activities in Science

Session Type: Demonstration/Performance

Abstract

One of the barriers to reaching the vision for science education articulated in A Framework for K-12 Science Education and the Next Generation Science Standards (NGSS) is the current lack of horizontal coherence and explicit alignment of curriculum, instruction, and assessment policies and practices (National Research Council, 2007; National Research Council, 2005). Currently, there is often misalignment between standards and assessment (Polikoff, Porter, and Smithson, 2011). Some believe learning progressions can provide the framework to align these pieces (National Research Council, 2007; Cocoran, Mosher, and Rogat, 2009). This session will explore two promising models of NGSS-aligned formative science assessment. The first focuses on curriculum-embedded simulations and the second on game-based formative assessment.

Sub Unit

• Division H - Research, Evaluation and Assessment in Schools / Section 3: Assessment in the Schools

Chair

• Pascal D. Forgione, K-12 Center at ETS

Papers

• Context-Setting: The Next-Generation Science Standards and Conceptualizations of Learning Progressions - Nancy Doorey, K-12 Center at ETS

• SimScientists: Use of Learning Progressions Within Curriculum-Embedded Simulations for Formative Assessment - Edys S. Quellmalz, WestEd

• GlassLab: Creating Game-Based Formative Assessments Using Learning Progressions - Malcolm Bauer, ETS

• Lessons Learned From the Investigating and Questioning Our World Through Science and Technology (IQWST) Project Regarding the Use of Learning Progressions in the Design of Instruction and Teacher-Student Discourse - Joseph S. Krajcik, Michigan State University

Discussants

• Joan L. Herman, University of California - Los Angeles

• Fritz A. Mosher, Teachers College, Columbia University