Redesigned High Schools for Transformed STEM Learning: Performance Assessment Pilot Outcome

Autor/inn/en	Ernst, Jeremy Vaughn; Glennie, Elizabeth J.
Titel	Redesigned High Schools for Transformed STEM Learning: Performance Assessment Pilot Outcome
Quelle	In: Journal of STEM Education: Innovations and Research, 16 (2015) 4, S.27-35 (9 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1557-5284
Schlagwörter	STEM Education; High Schools; School Restructuring; Performance Based Assessment; Pilot Projects; High School Students; Grade 9; Grade 10; Teacher Qualifications; Earth Science; Task Analysis; Statistical Analysis; Science Process Skills; Problem Solving; North Carolina + Suchen Sie Ihr Suchwort? STEM; High school; Oberschule; Schulreformplan; Schulumwandlung; Leistungsermittlung; Pilot project; Modellversuch; Pilotprojekt; High schools; Student; Students; Schüler; Schülerin; Studentin; School year 09; 9. Schuljahr; Schuljahr 09; Lehrqualifikation; Earth sciences; Geowissenschaften; Aufgabenanalyse; Statistische Analyse; Problemlösen
Abstract	This performance assessment pilot study was a major research component of the overall National Science Foundation funded Redesigned High Schools for Transformed STEM Learning Project. Secondary Earth/Environmental Science students' abilities to translate cognitive knowledge into demonstrable performance-based proficiencies were specifically examined. Proficiencies assessed included evaluation, prediction, analysis, synthesis, and reasoning in the contexts of soil and water, clouds and weather, acid rain, and astronomy-based performance tasks. This manuscript presents research protocols, implementation process, and collective determination of proficiency rates among Project student participants. Results of the pilot study indicated that approximately 48 percent of student participants demonstrated performance-based proficiency of knowledge. Implications on evidence-based iterations of school models, state mandated assessment practices, and classroom factors in support of performance-based proficiencies are discussed. (ERIC).
Anmerkungen	Institute for STEM Education and Research. P.O. Box 4001, Auburn, AL 36831. Tel: 334-844-3360; Web site: http://www.jstem.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01