Literaturnachweis - Detailanzeige
| Autor/inn/en | Ernst, Jeremy V.; Glennie, Elizabeth; Li, Songze |
|---|---|
| Titel | Performance-Based Task Assessment of Higher-Order Proficiencies in Redesigned STEM High Schools |
| Quelle | In: Contemporary Issues in Education Research, 10 (2017) 1, S.13-32 (20 Seiten)
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| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 1940-5847 |
| Schlagwörter | Performance Based Assessment; Thinking Skills; STEM Education; High School Students; School Restructuring; Earth Science; Environmental Education; Biology; Science Process Skills; Laboratory Schools; Scores; Statistical Analysis; Science Achievement; North Carolina |
| Abstract | This study explored student abilities in applying conceptual knowledge when presented with structured performance tasks. Specifically, the study gauged proficiency in higher-order applications of students enrolled in earth and environmental science or biology. The student sample was drawn from a Redesigned STEM high school model where a tested performance assessment protocol was employed for the purposes of the investigation. It was determined that performance-based proficiency was not uniform within tasks and applications, but could be recognized through student artifacts of learning on a situational basis. Based on the findings of the study, several implications are highlighted. (As Provided). |
| Anmerkungen | Clute Institute. 6901 South Pierce Street Suite 239, Littleton, CO 80128. Tel: 303-904-4750; Fax: 303-978-0413; e-mail: Staff@CluteInstitute.com; Web site: http://www.cluteinstitute.com |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2020/1/01 |
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