Foundations of 21st Century Science Assessments

21 世纪科学评估的基础

• 批准号: 0814776
• 负责人: Edys Quellmalz
• 金额: $ 99.97万
• 依托单位: WestEd
• 依托单位国家: 美国
• 项目类别: Continuing Grant
• 财政年份: 2008
• 资助国家: 美国
• 起止时间: 2008-09-15 至 2012-08-31
• 项目状态: 已结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=0814776&HistoricalAwards=false
• 关键词: Foundations; 21st; Century; Science; Assessments

Proposal: 0814776PI: Quallmalz, EdysInstitution: WestEdPROJECT SUMMARYThis project addresses the suitability of available assessments for measuring what students should know and be able to do in science using a technology-based science tests. The investigators will design new assessments to gather evidence of complex science learning that incorporate recent changes in the practice of science and mathematics. They will conduct research on how to apply a new generation of dynamic science assessments, their construct validity and compare student performance on tasks and items in static, active, and interactive modes. The project will provide new information on the construct validity of technology-enhanced assessment tasks and items designed to measure complex science learning. The investigators compare the construct validity of dynamic (both active and interactive) assessment tasks to those of static formats intended to measure the same complex learning. They hope to be able to identify principles for types of science assessment task design structures that incorporate technology to elicit knowledge of science systems and inquiry abilities. The investigation is in collaboration with the American Association for the Advancement of Science (AAAS).

提案： 0814776 PI： Quallmalz，EdyInstitution： WestEdPROJECT SUMMARYThis project addresses the suitability of available assessments for measuring what students should know and be able to do in science using a technology based science test. 研究人员将设计新的评估，以收集复杂科学学习的证据，这些证据将科学和数学实践中的最新变化纳入其中。 他们将研究如何应用新一代动态科学评估，其结构效度，并比较学生在静态，主动和互动模式下的任务和项目表现。该项目将提供新的信息的结构效度的技术增强的评估任务和项目，旨在衡量复杂的科学学习。 调查人员比较了动态（主动和互动）评估任务的结构效度，旨在衡量相同的复杂学习的静态格式。 他们希望能够确定科学评估任务设计结构类型的原则，这些结构将技术纳入科学系统和探究能力的知识。 这项研究是与美国科学促进会（AAAS）合作进行的。