Journal
INTERNATIONAL JOURNAL OF SCIENCE EDUCATION
Volume 38, Issue 14, Pages 2284-2302Publisher
ROUTLEDGE JOURNALS, TAYLOR & FRANCIS LTD
DOI: 10.1080/09500693.2016.1236298
Keywords
Assessment; curriculum; inquiry-based learning
Categories
Funding
- National Science Foundation [0918618]
- Division Of Research On Learning
- Direct For Education and Human Resources [0918618] Funding Source: National Science Foundation
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This paper illustrates the use of simulation-based performance assessment (PA) methodology in a recent study of eighth-grade students' understanding of physical science concepts. A set of four simulation-based PA tasks were iteratively developed to assess student understanding of an array of physical science concepts, including net force, acceleration, velocity, and inertia. Illustrative examples drawn from the administration of these simulation-based PA tasks to a sample of eighth-grade students (n = 74) highlight the potential of simulation-based tasks for revealing conceptual understanding of science concepts and for informing curriculum development within the context of design-based implementation research. The paper also describes a variety of challenges encountered over the course of the development, administration, and analysis of the PA data that may be informative for researchers and educators as they consider implementing simulation-based PAs.
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