Advertisement

Assessing Model-Based Reasoning using Evidence- Centered Design

A Suite of Research-Based Design Patterns

  • Robert J Mislevy
  • Geneva Haertel
  • Michelle Riconscente
  • Daisy Wise Rutstein
  • Cindy Ziker

Part of the SpringerBriefs in Statistics book series (BRIEFSSTATIST)

Table of contents

  1. Front Matter
    Pages i-xvii
  2. Robert J. Mislevy, Geneva Haertel, Michelle Riconscente, Daisy Wise Rutstein, Cindy Ziker
    Pages 1-8
  3. Robert J. Mislevy, Geneva Haertel, Michelle Riconscente, Daisy Wise Rutstein, Cindy Ziker
    Pages 9-18
  4. Robert J. Mislevy, Geneva Haertel, Michelle Riconscente, Daisy Wise Rutstein, Cindy Ziker
    Pages 19-24
  5. Robert J. Mislevy, Geneva Haertel, Michelle Riconscente, Daisy Wise Rutstein, Cindy Ziker
    Pages 25-29
  6. Robert J. Mislevy, Geneva Haertel, Michelle Riconscente, Daisy Wise Rutstein, Cindy Ziker
    Pages 31-48
  7. Robert J. Mislevy, Geneva Haertel, Michelle Riconscente, Daisy Wise Rutstein, Cindy Ziker
    Pages 49-57
  8. Robert J. Mislevy, Geneva Haertel, Michelle Riconscente, Daisy Wise Rutstein, Cindy Ziker
    Pages 59-64
  9. Robert J. Mislevy, Geneva Haertel, Michelle Riconscente, Daisy Wise Rutstein, Cindy Ziker
    Pages 65-70
  10. Robert J. Mislevy, Geneva Haertel, Michelle Riconscente, Daisy Wise Rutstein, Cindy Ziker
    Pages 71-79
  11. Robert J. Mislevy, Geneva Haertel, Michelle Riconscente, Daisy Wise Rutstein, Cindy Ziker
    Pages 81-87
  12. Robert J. Mislevy, Geneva Haertel, Michelle Riconscente, Daisy Wise Rutstein, Cindy Ziker
    Pages 89-97
  13. Robert J. Mislevy, Geneva Haertel, Michelle Riconscente, Daisy Wise Rutstein, Cindy Ziker
    Pages 99-103
  14. Back Matter
    Pages 105-130

About this book

Introduction

This Springer Brief provides theory, practical guidance, and support tools to help designers create complex, valid assessment tasks for hard-to-measure, yet crucial, science education standards. Understanding, exploring, and interacting with the world through models characterizes science in all its branches and at all levels of education. Model-based reasoning is central to science education and thus science assessment. Current interest in developing and using models has increased with the release of the Next Generation Science Standards, which identified this as one of the eight practices of science and engineering. However, the interactive, complex, and often technology-based tasks that are needed to assess model-based reasoning in its fullest forms are difficult to develop.  

Building on research in assessment, science education, and learning science, this Brief describes a suite of design patterns that can help assessment designers, researchers, and teachers create tasks for assessing aspects of model-based reasoning: Model Formation, Model Use, Model Elaboration, Model Articulation, Model Evaluation, Model Revision, and Model-Based Inquiry. Each design pattern lays out considerations concerning targeted knowledge and ways of capturing and evaluating students’ work. These design patterns are available at http://design-drk.padi.sri.com/padi/do/NodeAction?state=listNodes&NODE_TYPE=PARADIGM_TYPE. The ideas are illustrated with examples from existing assessments and the research literature.

Keywords

model-based reasoning model formation model use model elaboration model articulation model evaluation model revision model-based inquiry design patterns assessment science education learning science evidence-centered design Next Generation Science Framework Bayesian inference

Authors and affiliations

  • Robert J Mislevy
    • 1
  • Geneva Haertel
    • 2
  • Michelle Riconscente
    • 3
  • Daisy Wise Rutstein
    • 4
  • Cindy Ziker
    • 5
  1. 1.Educational Testing ServicePrincetonUSA
  2. 2.SRI InternationalMenlo ParkUSA
  3. 3.Designs for Learning, Inc.San FranciscoUSA
  4. 4.SRI InternationalMenlo ParkUSA
  5. 5.SRI InternationalMenlo ParkUSA

Bibliographic information

  • DOI https://doi.org/10.1007/978-3-319-52246-3
  • Copyright Information The Author(s) 2017
  • Publisher Name Springer, Cham
  • eBook Packages Mathematics and Statistics
  • Print ISBN 978-3-319-52245-6
  • Online ISBN 978-3-319-52246-3
  • Series Print ISSN 2191-544X
  • Series Online ISSN 2191-5458
  • Buy this book on publisher's site