Feed

Cheng, Y., Chen, I. C., Schneider, B., Reckase, M., & Krajcik, J. (2024). Gender differences and similarities in high school science performance— what do item response patterns tell us? Applied Measurement in Education, 37(4), 305–328. https://doi.org/10.1080/08957347.2024.2431007

This study applied the many-facet Rasch measurement (MFRM) to assess students’ knowledge-in-use in middle school physical science. 240 students completed three knowledge-in-use classroom assessment tasks on an online platform. We developed transformable scoring rubrics to score students’ responses, including a task-generic polytomous rubric (applicable to the three tasks), a task-specific polytomous rubric (for each task), and a task-specific dichotomous rubric (for each task). Three qualified raters scored 240 students’ responses to the three tasks.

Chemical bonding is central to explaining many phenomena. Research in chemical education and the Framework for K–12 Science Education (the Framework) argue for new approaches to learning chemical bonding grounded in (1) using ideas of the balance of electric forces and energy minimization to explain bond formation, (2) using learning progressions (LPs) grounded in these ideas to support learning, and (3) engaging students in 3D learning reflected in integrating the three dimensions of scientific knowledge to make sense of phenomena.

Achieving the ambition of global science education reforms remains an ongoing challenge. Ideas from other STEM domains, however, could spur needed innovation in science education. The maker movement – or engaging in making – and computer science education – or learning computing – have proven rich contexts for STEM learning. This review analyses making and computing education research with primary-aged learners for insights on designing more meaningful science learning, an underlying goal of reforms.

We discuss transforming STEM education using three aspects: learning progressions (LPs), constructed response performance assessments, and artificial intelligence (AI). Using LPs to inform instruction, curriculum, and assessment design helps foster students’ ability to apply content and practices to explain phenomena, which reflects deeper science understanding. To measure the progress along these LPs, performance assessments combining elements of disciplinary ideas, crosscutting concepts and practices are needed.

Global science education reform calls for developing student knowledge-in-use that applies the integrated knowledge of core ideas and scientific practices to make sense of phenomena or solve problems. Knowledge-in-use development requires a long-term, standards-aligned, coherent learning system, including curriculum and instruction, assessment, and professional learning. This paper addresses the challenge of transforming standards into classrooms for knowledge-in-use and presents an iterative design process for developing a coherent and standards-aligned learning system.

Three-dimensional learning progressions (3DLPs) have received wide-scale attention in depicting learning pathways that students travel as they progress toward knowledge-in-use in making sense of phenomena and solving problems. Using a design-based research approach, this study put efforts into developing a 3DLP of matter, interaction, and energy at the middle school level and presents the essential design principles for developing 3DLPs.