Graduate Research Papers

Availability

Open Access Graduate Research Paper

Keywords

Secondary education--Curricula--Evaluation; Science--Study and teaching (Secondary)--Evaluation;

Abstract

As districts are making the shift to three-dimensional learning the development of a coherent set of high-quality task-based assessments has been a challenge. For this research I collected and analyzed twelve of my district's assessments over the scientific skill of modeling from grades seven through 12. The analysis involved two tools developed by NGSS and Achieve.org to determine the extent to which the assessments ask students to perform tasks that are driven by phenomena and use the three-dimensional in service of sense-making, the Task Screener and the Framework to Evaluate Cognitive Complexity in Science Assessments. The findings support what researchers have said about the shift to three-dimensional task-based assessments: Choosing appropriate engaging phenomena is key to developing high-quality rigorous assessments. While most of my district’s modeling assessments were found to be three-dimensional they are not rigorous because the phenomena guiding the tasks are too general and not puzzling.

Year of Submission

2021

Degree Name

Master of Arts

Department

Science Education Program

First Advisor

Dawn Del Carlo, Advisor

Date Original

2021

Object Description

1 PDF file (48 pages)

Language

en

File Format

application/pdf

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