Technology-Enhanced Tasks to Assess Three-Dimensional Science Sense-Making: Possibilities and Lessons Learned from the ONPAR NGSS-Based Classroom Assessment Project
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| Title: | Technology-Enhanced Tasks to Assess Three-Dimensional Science Sense-Making: Possibilities and Lessons Learned from the ONPAR NGSS-Based Classroom Assessment Project |
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| Language: | English |
| Authors: | Wright, Laura, Harkins, Heather, Kopriva, Rebecca, Auty, William, Malkin, Linda, Myers, Blake |
| Source: | Contemporary Issues in Technology and Teacher Education (CITE Journal). 2022 22(2). |
| Availability: | Society for Information Technology and Teacher Education. P.O. Box 719, Waynesville, NC 28786. Fax: 828-246-9557; Web site: http://www.citejournal.org/ |
| Peer Reviewed: | Y |
| Publication Date: | 2022 |
| Sponsoring Agency: | Department of Education (ED) |
| Contract Number: | S368A150019 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Junior High Schools Middle Schools Secondary Education |
| Descriptors: | Middle School Students, Student Evaluation, Science Instruction, Computer Assisted Testing, Teacher Attitudes, Science Achievement, Evaluation Methods, Educational Technology, Middle School Teachers, Student Satisfaction, Usability |
| ISSN: | 1528-5804 |
| Abstract: | The use of technology in assessment continues to evolve the field of educational measurement. This article reports on development and use of new accessible, technology-enhanced assessments designed to measure the three-dimensional science abilities of middle school students. The assessments were piloted with over 70 teachers and 8,000 students throughout the United States over a 3-year period. The adoption and implementation of technology-enhanced assessments is potentially challenging for educators, and numerous factors can influence whether new tools are successful in classroom contexts. The authors describe the assessments alongside insights from project surveys into the conditions that supported or hindered teachers' successful implementation and use of the new assessments in classroom settings. Results indicate that teachers found the assessments useful for supporting the transition to instruction based on Next Generation Science Standards and preparing students for new state science tests. Successful uptake of the materials in the classroom was supported by professional learning that anticipated teachers' content, technology, and pedagogical needs. While the assessments were overall successful, areas for potential improvement are also described, including improved reporting formats that are more teacher and student friendly. |
| Abstractor: | As Provided |
| Entry Date: | 2022 |
| Access URL: | https://citejournal.org/volume-22/issue-2-22/science/technology-enhanced-tasks-to-assess-three-dimensional-science-sense-making-possibilities-and-lessons-learned-from-the-onpar-ngss-based-classroom-assessment-project/ |
| Accession Number: | EJ1346010 |
| Database: | ERIC |
| Abstract: | The use of technology in assessment continues to evolve the field of educational measurement. This article reports on development and use of new accessible, technology-enhanced assessments designed to measure the three-dimensional science abilities of middle school students. The assessments were piloted with over 70 teachers and 8,000 students throughout the United States over a 3-year period. The adoption and implementation of technology-enhanced assessments is potentially challenging for educators, and numerous factors can influence whether new tools are successful in classroom contexts. The authors describe the assessments alongside insights from project surveys into the conditions that supported or hindered teachers' successful implementation and use of the new assessments in classroom settings. Results indicate that teachers found the assessments useful for supporting the transition to instruction based on Next Generation Science Standards and preparing students for new state science tests. Successful uptake of the materials in the classroom was supported by professional learning that anticipated teachers' content, technology, and pedagogical needs. While the assessments were overall successful, areas for potential improvement are also described, including improved reporting formats that are more teacher and student friendly. |
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| ISSN: | 1528-5804 |
