Modeling Student Learning on the Structure of Matter and Scientific Argumentation: Implications for Aligning Assessments with the Next Generation Science Standards

Through the “Learning Progressions in Middle School Science Instruction and Assessment” (LPS) project, researchers at the Berkeley Evaluation and Assessment Research (BEAR) Center and Stanford University have developed assessment materials to measure students' (a) content knowledge of the structure of matter in physical science, (b) scientific argumentation competency within the content area of the structure of matter and generally, and (c) the relationship between the content knowledge and argumentation. In this symposium, we discuss the theoretical foundation for the structure of matter content and argumentation progress variables, assessment materials developed from this project, and preliminary findings within the context of current educational reform (the Next Generation Science Standards – NGSS).

Tuesday, April 28, 2015 - 2:00pm
PDF icon Group presentation.pdf2.18 MB