Multilevel Assessment for Discourse, Understanding, and Achievement

摘要: Evaluating the impact of instructional innovations and coordinating instruction, assessment, testing present complex tensions. Many evaluation coordination efforts aim to address these tensions by using coherence provided modern cognitive science perspectives on domain-specific learning. This paper introduces an alternative framework that uses emerging situative assessment align learning across increasingly formal levels educational practice. emerged from 2 design studies a 20-hr high school genetics curriculum used GenScope computer-based modeling software. The 1st study aligned (a) contextualized enactment inquiry-oriented activities in GenScope, (b) “feedback conversations” around informal embedded assessments, (c) performance assessment; 2nd extended this alignment conventional achievement test. Design-based refinements ultimately delivered gains nearly SD ...