Learning Progressions in Science: Current Challenges and Future Directions PDF
Preview Learning Progressions in Science: Current Challenges and Future Directions
LEARNING PROGRESSIONS IN SCIENCE LEARRNING PRROGRESSSIONS INN SCIENCCE Curreent Challennges and FFuture Direections Edited bby Alicia CC. Alonzo Amelia Wenk Gotwalls A C.I.P. record for this book is available from the Library of Congress. ISBN: 978-94-6091-822-3 (paperback) ISBN: 978-94-6091-823-0 (hardback) ISBN: 978-94-6091-824-7 (e-book) Published by: Sense Publishers, P.O. Box 21858, 3001 AW Rotterdam, The Netherlands www.sensepublishers.com Printed on acid-free paper All Rights Reserved © 2012 Sense Publishers No part of this work may be reproduced, stored in a retrieval system, or transmitted in any form or by any means, electronic, mechanical, photocopying, microfilming, recording or otherwise, without written permission from the publisher, with the exception of any material supplied specifically for the purpose of being entered and executed on a computer system, for exclusive use by the purchaser of the work. CONTENTS I. Framing Section 1. Introduction: Leaping into Learning Progressions in Science 3 Amelia Wenk Gotwals and Alicia C. Alonzo 2. Reflections on Learning Progressions 13 Richard J. Shavelson and Amy Kurpius 3. The Importance, Cautions and Future of Learning Progression Research: Some Comments on Richard Shavelson’s and Amy Kurpius’s “Reflections on Learning Progressions” 27 Joseph S. Krajcik II. Defining Learning Progressions 4. Addressing Challenges in Developing Learning Progressions for Environmental Science Literacy 39 Kristin L. Gunckel, Lindsey Mohan, Beth A. Covitt and Charles W. Anderson 5. Challenges in Defining and Validating an Astronomy Learning Progression 77 Julia D. Plummer 6. MoDeLS: Challenges in Defining a Learning Progression for Scientific Modeling 101 Christina Schwarz, Brian J. Reiser, Andrés Acher, Lisa Kenyon and David Fortus 7. Exploring Challenges to Defining Learning Progressions 139 Lindsey Mohan and Julia Plummer III. Assessing Learning Progressions 8. Developing Assessments for a Learning Progression on Carbon-Transforming Processes in Socio-Ecological Systems 151 Hui Jin and Charles W. Anderson 9. Assessing Students’ Progressing Abilities to Construct Scientific Explanations 183 Amelia Wenk Gotwals, Nancy Butler Songer and Lea Bullard 10. Using Learning Progressions to Inform Large-Scale Assessment 211 Alicia C. Alonzo, Teresa Neidorf and Charles W. Anderson v TABLE OF CONTENTS 11. Eliciting Student Responses Relative to a Learning Progression: Assessment Challenges 241 Alicia C. Alonzo IV. Modeling Learning Progressions 12. A Bayesian Network Approach to Modeling Learning Progressions 257 Patti West, Daisy Wise Rutstein, Robert J. Mislevy, Junhui Liu, Roy Levy, Kristen E. DiCerbo, Aaron Crawford, Younyoung Choi, Kristina Chapple and John T. Behrens 13. The Psychometric Modeling of Ordered Multiple-Choice Item Responses for Diagnostic Assessment with a Learning Progression 293 Derek C. Briggs and Alicia C. Alonzo 14. Responding to a Challenge that Learning Progressions Pose to Measurement Practice: Hypothesized Links between Dimensions of the Outcome Progression 317 Mark Wilson 15. Making Progress in the Modeling of Learning Progressions 345 Derek C. Briggs V. Using Learning Progressions 16. Learning Progressions as Tools for Curriculum Development: Lessons from the Inquiry Project 359 Marianne Wiser, Carol L. Smith, and Sue Doubler 17. Learning Progressions to Support Ambitious Teaching Practices 405 Erin Marie Furtak, Jessica Thompson, Melissa Braaten and Mark Windschitl 18. The Potential of Learning Progression Research to Inform the Design of State Science Standards 435 Jacob Foster and Marianne Wiser 19. Learning Progressions for Multiple Purposes: Challenges in Using Learning Progressions 461 Amelia Wenk Gotwals IV. Concluding Section 20. Leaping Forward: Next Steps for Learning Progressions in Science 475 Alicia C. Alonzo and Amelia Wenk Gotwals vi TABLE OF CONTENTS Appendix A: LeaPS Conference Partcipants 491 Appendix B: Chapter Reviewers 495 vii AUTHOR BIOGRAPHIES Andrés Acher is Assistant Research Professor at the School of Education and Social Policy at Northwestern University. His research examines how to capitalize on ideas students bring to the classroom in order to support them in developing more sophisticated understandings of science knowledge and practices over time. Examples of this research include his participation in (1) MoDeLS, a National Science Foundation (NSF) project that is developing a learning progression for modeling practices and metamodeling knowledge and (2) Modeling Materials at Early School Years, a European Union project that is developing a pathway of articulated ideas to support students in pre-K to fourth grade elementary classrooms to develop more sophisticated understandings of materials while they engage in modeling the properties of and changes in these materials. Previous to his position at Northwestern, he conducted research in four European institutions: King’s College London; University of Leeds, UK; University of La Sapienza, Rome; and Autonomic University of Barcelona, where he obtained his Ph.D. in science education. Alicia Alonzo is an assistant professor of science education in the Department of Teacher Education at Michigan State University. Her research explores knowledge and tools (including learning progressions) that support teachers’ formative assessment practices. She has been involved with the development of learning progressions and associated assessment items since 2001, resulting in several co- authored papers. She is a member of the Steering Committee for US Involvement in the Program for International Student Assessment (PISA) and a member of the National Assessment of Educational Progress (NAEP) Science Standing Committee. She served on working groups charged with exploring the inclusion of learning progression items and interactive computer tasks in the 2009 NAEP science assessment. Currently, she serves as an editorial board member for the Journal of Research in Science Teaching and Educational Assessment. She is a research fellow of the Knowles Science Teaching Foundation and a Lilly Teaching Fellow. Charles W. (Andy) Anderson is Professor in the Department of Teacher Education, Michigan State University, where he has been since receiving his Ph.D. in science education from The University of Texas at Austin in 1979. Dr. Anderson's current research focuses on the development of learning progressions leading to environmental science literacy for K-12 and college students. He has used conceptual change and sociocultural research on student learning to improve classroom science teaching and science teacher education, science curriculum, and science assessment. Dr. Anderson is past president of the National Association for Research in Science Teaching (NARST). He has been co-editor of the Journal of Research in Science Teaching and associate editor of Cognition and Instruction. He recently served as a consultant to the National Research Council's (NRC) ix AUTHOR BIOGRAPHIES Committee on Test Design for K-12 Science Achievement and as a member of the NRC's Committee on Science Learning, K-8. He served as a member of the NAEP Science Framework Planning Committee and the NAEP Science Standing Committee, and he is currently a member of the NRC's Climate Change Education Roundtable. John Behrens is Director of Networking Academy Learning Systems Development at Cisco and Adjunct Assistant Research Professor in the Department of Psychology at the University of Notre Dame, South Bend, IN. Dr. Behrens is responsible for the design and development of the Networking Academy’s global on-line instructional offerings that integrate interactive curricular and assessment technologies with hands-on activities. These curriculum, assessment, and gaming tools serve more than 700,000 students per year in 165 countries across more than 10 languages. Dr. Behrens received his Master’s degree in special education and Ph.D. in educational psychology from Arizona State University. He received his B.A. in psychology and philosophy from the University of Notre Dame. Prior to joining Cisco, he was a tenured associate professor of psychology in education at Arizona State University. Melissa Braaten is an assistant professor in the School of Education's Department of Curriculum and Instruction at the University of Wisconsin-Madison. Her research interests include teacher learning in collaborative inquiry groups, ambitious science instruction that is responsive to students, the construction of explanatory models in school science, and the use of classroom discourse to create generative and equitable learning environments. Earlier in her career she was a middle school and high school science teacher in Tennessee, Texas, and Washington. She received her Ph.D. from the University of Washington. Derek Briggs is Chair of the Research and Evaluation Methodology Program in the School of Education at the University of Colorado at Boulder, where he also serves as an associate professor of quantitative methods and policy analysis. His research agenda focuses on building sound methodological approaches for the valid measurement and evaluation of growth in student achievement. Examples of his research interests in the area of educational measurement include (1) characterizing the gap between validity theory and practice in the context of high- stakes standardized testing and (2) developing and applying psychometric models to assess learning progressions. Lea Bullard is a doctoral candidate in science education at the University of Michigan and a research assistant at the University of North Carolina at Wilmington. Her professional work is focused on assessing student learning outcomes in higher education. Her personal research interests center on the nature and evaluation of visitor learning in science museums. x
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