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About GIsML Instruction |
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Assessment
The following table lists the questions and contexts in which we have focused our studies relative to assessment in science. It also lists research papers that resulted from these studies.
How do we Measure Children’s Understanding of Science?
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Context |
Research Design |
Papers |
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Low SES classes (5); Grades 3-5, 5 Teachers, including previous members of the GIsML CoP; Motion |
Tests of internal consistency and content validity |
Miller, R. (in progress). Examining the Technical Adequacy of Instruments Designed to Assess children’s Scientific Knowledge and Reasoning. (Scholarly paper, University of Michigan, in progress). |
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Low SES classes (3); Grades 6-8, Researchers as Teachers; Electricity |
Comparison of paper/pencil assessment to DSA |
Magnusson, S. J., Miller, R., Hamlin, M. & Palincsar, A. S. (2001, April). The Accuracy of Information on Written Assessments in Science for Students with Disabilities compared to their Peers. Paper presented at the annual meeting of the American Educational Research Association, Seattle, WA |
How do we Assess Students’ Conceptual Knowledge?
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Context |
Research Design |
Papers |
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Low SES classes (4); Grades 3-5, 4 Teachers; Electricity |
Dynamic assessment |
Magnusson, S. J., Templin, M., & Boyle, R. A. (1997). Dynamic science assessment: A new approach for investigating conceptual change Journal of the Learning Sciences, 6(1), 91-142. |