Developing Tasks to Assess Phenomenon-Based Science Learning: Challenges and Lessons Learned from Building Proximal Transfer Tasks

Autor/inn/en	Penuel, William R.; Turner, Michael L.; Jacobs, Jennifer K.; Horne, Katie; Sumner, Tamara
Titel	Developing Tasks to Assess Phenomenon-Based Science Learning: Challenges and Lessons Learned from Building Proximal Transfer Tasks
Quelle	In: Science Education, 103 (2019) 6, S.1367-1395 (29 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Penuel, William R.) ORCID (Sumner, Tamara)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0036-8326
DOI	10.1002/sce.21544
Schlagwörter	Teaching Methods; Science Instruction; Guidelines; Elementary Secondary Education; High School Students; Biology; Task Analysis; Transfer of Training; Pretests Posttests; Units of Study; Scientific Concepts; Problem Based Learning; Science Curriculum; Comparative Analysis; Science Teachers; Barriers + Suchen Sie Ihr Suchwort? Teaching method; Lehrmethode; Unterrichtsmethode; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Richtlinien; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Biologie; Aufgabenanalyse; Training; Transfer; Ausbildung; Lerneinheit; Problem-based learning; Problemorientiertes Lernen; Science; Teacher; Teachers; Science teacher; Wissenschaft; Lehrer; Lehrerin; Lehrende
Abstract	The vision for science proficiency presented in "A Framework for K-12 Science Education" calls for significant shifts in both teaching and assessment. In this paper, we describe an effort to develop and validate a set of "proximal transfer tasks" for high school biology classrooms where teachers were implementing a problem-based curriculum. The proximal transfer tasks presented students with phenomena related to but distinct from the phenomena they had studied in class and asked students to apply their understanding of disciplinary core ideas, practices, and crosscutting concepts targeted in curriculum. We tested these tasks with a sample of 733 students from 11 teachers' classes. Each of these students completed two tasks before beginning the unit and two tasks after they had finished the unit. We found that nearly all pretest and posttest task pairs were aligned to written opportunities to learn in the curriculum, that is, students showed significant growth over the course of a unit. In addition, task pairs revealed differences across teachers. However, the relative growth of students depended on which tasks students completed, indicating wide variation in task difficulty. Our findings point to the potential of developing three-dimensional proximal transfer tasks and to the difficulty of constructing equivalent tasks. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01