© 2003 sri international company confidential center for technology in learning 1 supporting...

© 2003 SRI International1Company ConfidentialCenter for Technology in Learning

Supporting Geoscience Assessments with an Assessment Resource Management

System(ARMS)

Edys QuellmalzGeneva Haertel

Daniel Zalles

SRI International

[email protected]

© 2003 SRI International2Center for Technology in Learning

Research on the Student Assessment Practices of Reform Programs

• Substantial effort and high costs involved in developing complex tasks (e.g., performance assessments) that provide better evidence of inquiry and problem-solving skills (CPRE, 1995; Pellegrino et al., 2001; Quellmalz, 1984)

• Disconnect between assessments useful for instruction and high-stakes accountability tests (Black & Wiliam, 1998; Stiggins, 2001)

• Need assessment literacy professional development (Stiggins, 2001)

• Need ongoing support for use of assessments aligned with standards and curricula (Darling-Hammond, 1995, 1996; Sparks & Loucks-Horsley, 1989)


Assessment Resource Management System (ARMS)

• Develop assessment resources that take advantage of the affordances of technology

• Collaborate with curriculum developers on embedded and external assessments

• Provide technical assistance, professional development, strategic consulting

• Develop innovative assessments in mathematics and science

• Conduct targeted research on alignment, design, cognitive analyses


Assessment Resource Management System (ARMS)

Develop assessment resources that take advantage of the affordances of technology

– On-line alignment guides– Digital collections of assessments– Development of innovative prototypes and

collections– Tools to support on-line assessment delivery

and rater training– On-line professional development on

assessment literacy


Strategies for Development of Geoscience Student Assessments

• Develop preliminary atlas and strand maps for core geoscience concepts and inquiry

• Promote principled assessment design: align student outcomes, task models, evidence models

• Initiate collection of design patterns and exemplars for student assessments for core geoscience concepts and skills

• Develop assessment resources that take advantage of the affordances of technology

• Collaborate with course developers on embedded and external assessments

• Develop professional development guidelines for design of undergraduate student assessments

• Develop innovative assessments for geoscience• Conduct targeted research on alignment, design, cognitive

analyses


Assessment Resource Web sites: PALS


Assessment Resource Website: PALM


GLOBE Classroom Assessment Tools

The GLOBE homepage provides access to:

Links w/ standards

Tools for development & revision of tasks

Alignment protocols


Example of Performance Tasks Linked to National and State Standards

Performance tasks in the PALS collection are linked to:Nat’l Science Education Standards (NSES)State Standards (IL, TX)Curriculum (FOSS, STC)Nat’l Council of Teachers of Mathematics (NCTM)


Search by NSES for Assessment Tasks


Addressing the Student Assessment Needs of Reform Programs


Search by State Science Standards for Assessments


Search by Curriculum Module for Assessment Tasks


PALS Standards-based Search Results


PALS Task Home Page

Pick one of the sample assessment tasks from the online collection


Student Booklet

Review individual performance assessment tasks…


Rubric

Study the rubrics


Scored Work

…Student work samples …


TechnicalQuality

…Technical quality data from large scale administration


Online Training

Online rater training perfects scoring techniques…


TPD

Step by Step instruction


Adapt

Analyze exemplars


Template toCreate

Use templates to create new tasks


OnlineSimulation

Use online manipulatives or mind tools in investigations


Predator and PreyPerformance Assessment


Collect information, take notes, and cite sourcesData / information to collect:

• When does the hare population start to go down?

• What are reasons that can cause it to go down?

» Canadian lynx

» The lynx and hare

» Predator-prey cycles

Notes

Lynx mostly eat hares. They don’t eat much else. If there aren’t many hares, they start to get hungry.

http://dspace.dial.pipex.com/agarman/

Declarative Knowledge – Access & Organize Information / Data –

identify required domain information search multiple representational formats


Use the Modeling tool – Observe population trendsYour Web research indicated that although lynx depend on hares for food, introducing more lynx might decrease the hare population too quickly. But how quickly is too quickly?

Dr. Kloss would like to use a modeling program to predict what will happen to the hare and lynx populations if you added more lynx to the parks.

Once you’ve used the modeling tool, record your results below.

Size of hare population if lynx are NOT added to the park:

increase a lotincrease a littledecrease a littledecrease a lot

increase a lot increase a little decrease a little decrease a lot

2003 2008

Size of hare population if lynx ARE added to the park:



2003 2008

Analyze & Interpret Information / Data –

use modeling tools to investigate, compare, test


Create a presentation

Dr. Kloss would like you to prepare a short presentation (3 pages / slides) to the park service with your recommendations what to do about about the hare and lynx populations.

Be sure your presentation is clearly organized and includes:

• A statement of the problem

• Your group’s recommendation

• Information, data and explanations to support your recommendation

Communicate – present findings appropriate for audience

present supported argument / findings


Solar Power

Performance Assessment: Overview

New federal funds are now available to increase the use of solar energy from photovoltaic cells. States have asked your energy consulting firm for recommendations about applying for these funds. You will use a series of visualizations to collect information that will help you identify two states that would generate a relatively high annual electricity yield from solar panels. You will then create a presentation to one of the two states, explaining why they should apply for the federal funds.

Module 1: ICT Strategies: Plan strategies & procedure

Technology Use: Review ArcView tool operations; practice response save

Module 2: ICT Strategies: Analyze & interpret data; Represent & transform data

Technology Use: Use ArcView features

Module 3: ICT Strategies: Critically evaluate data; Plan needed data

Module 4: ICT Strategy: Communicate recommendation and evidence

Technology Use: Cut & paste screen shots, word process


ICT SOLAR POWER PERFORMANCE ASSESSMENTProcedural Knowledge – operate toolsAccess & Organize – search multiple representational formatsAnalyze & Interpret – Use visualization tools to investigate, compare


Module 4High Response


Car Crash

Performance Assessment: Overview

When a 1200 kg car traveling at 17 m/s collides head-on with a wall, it generates a force greater than 105 Newtons (kg-m/sec2). Slowing the car before the final impact decreases this force. Movable barriers (that look like large barrels) can be filled with sand or water and used as crash barriers. The State Highway Commission wants you to design a crash barrier that meets the following safety constraints: (1) Acceleration at any point cannot exceed –65 m/s2 (2) Use 1-5 barrels in the design.

Module 1: ICT Strategies: Create a graph and review physics concepts

Technology Use: Review Interactive Physics tool operations

Module 2: ICT Strategies: Analyze & interpret data; Represent & transform data

Technology Use: Design a system to minimize crash damage

Module 3: ICT Strategies: Critically evaluate data; Plan needed data

Technology Use: Compare crash barrier designs

Module 4: ICT Strategy: Communicate recommendation and evidence

Technology Use: Cut & paste screen shots, word process

Module 5: ICT Strategy: Compare two representations

Module 4: ICT Strategy: Compare data

Technology Use: Edit/create graphical representation

© 2003 sri international company confidential center for technology in learning 1 supporting...

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