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Abstract Title: Defining and Assessing Competence in Science: Lessons Learned the Hard Way
Abstract: What do we want students to know and be able to do in disciplines such as Physics, Chemistry or Biology?  How do we determine whether students are attaining our objectives? How can we use this information to improve student outcomes? Questions about defining and assessing competence are at the heart of the science education enterprise and they continue to challenge educators across K-16+.  This presentation will provide concrete examples of how best to frame and address these issues using examples drawn from my work on the redesign of AP science courses and exams, my participation in developing the NRC Conceptual Framework for new Science Education Standards, and ongoing research on the validity and utility of instruments such as STEM concept inventories.  A major point of the presentation is that principled assessment design should be an essential and driving part of the process of designing powerful and effective science learning environments.
Abstract Type: Invited Talk

Invited Presentation

Invited Presentation: Download the Invited Presentation

Author/Organizer Information

Primary Contact: James W. Pellegrino
University of Illinois at Chicago