Multilevel Assessment for Discourse, Understanding, and Achievement

Daniel T. Hickey, Steven Zuiker

Research output: Contribution to journalArticle

14 Citations (Scopus)

Abstract

Evaluating the impact of instructional innovations and coordinating instruction, assessment, and testing present complex tensions. Many evaluation and coordination efforts aim to address these tensions by using the coherence provided by modern cognitive science perspectives on domain-specific learning. This paper introduces an alternative framework that uses emerging situative assessment perspectives to align learning across increasingly formal levels of educational practice. This framework emerged from 2 design studies of a 20-hr high school genetics curriculum that used the GenScope computer-based modeling software. The 1st study aligned learning across (a) the contextualized enactment of inquiry-oriented activities in GenScope, (b) "feedback conversations" around informal embedded assessments, and (c) a formal performance assessment; the 2nd study extended this alignment to a conventional achievement test. Design-based refinements ultimately delivered gains of nearly 2 SD on the performance assessment and more than 1 SD in achievement. These compared to gains of 0.25 and 0.50 SD, respectively, in well-matched comparison classrooms. General and specific assessment design principles for aligning instruction, assessment, and testing and for evaluating instructional innovations are presented.

Original languageEnglish (US)
Pages (from-to)522-582
Number of pages61
JournalJournal of the Learning Sciences
Volume21
Issue number4
DOIs
StatePublished - Oct 2012
Externally publishedYes

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Learning
discourse
Cognitive Science
performance assessment
Curriculum
instruction
learning
innovation
Software
achievement test
educational practice
conversation
curriculum
classroom
present
science
evaluation
school

ASJC Scopus subject areas

  • Education
  • Developmental and Educational Psychology

Cite this

Multilevel Assessment for Discourse, Understanding, and Achievement. / Hickey, Daniel T.; Zuiker, Steven.

In: Journal of the Learning Sciences, Vol. 21, No. 4, 10.2012, p. 522-582.

Research output: Contribution to journalArticle

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