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ERIC Number: ED445008
Record Type: RIE
Publication Date: 2000-Apr
Pages: 15
Abstractor: N/A
Reference Count: N/A
ISBN: N/A
ISSN: N/A
PALS-Supported Performance Assessments in the Learning by Design Project.
Hickey, Daniel T.; Holbrook, Jennifer
This paper describes an assessment and evaluation effort occurring in the context of a middle school science curriculum development effort known as Learning by Design (LBD). The LBD approach builds on a body of cognitive science and professional education research that emphasizes learning from problem-solving experience. The assessment and evaluation effort uses assessment instruments obtained from the Performance Assessment Links in Science (PALS) Web site, as well as some more conventional multiple choice items, some also obtained from the World Wide Web. Following a brief description of the LBD learning environment, the paper provides an overview of the specific tools being used and a description of the refinements and extensions that the study is making. Results from the work in progress are presented to help illustrate the approach. In the 1998-1999 school year, 179 students in 12 classes taught by 4 LBD teachers and 51 students in 2 comparison classes completed a multiple choice content test before and after physical science instruction. In the current year, a revised content test was being completed before and after instruction in eight LBD and three comparison physical science classrooms. It is expected that this approach will provide valid information about the degree to which inquiry-oriented rituals and learning-oriented participatory structures are established in the different classrooms. These studies will help design the LBD environment and aid in the modification of PALS items for the assessment program. (Contains 26 references.) (SLD)
Publication Type: Reports - Descriptive; Speeches/Meeting Papers
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Note: Paper presented at the Annual Meeting of the American Educational Research Association (New Orleans, LA, April 24-28, 2000).