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＜電子ブック＞
Assessing Model-Based Reasoning using Evidence- Centered Design : A Suite of Research-Based Design Patterns / by Robert J Mislevy, Geneva Haertel, Michelle Riconscente, Daisy Wise Rutstein, Cindy Ziker
(SpringerBriefs in Statistics. ISSN:21915458)

版	1st ed. 2017.
出版者	Cham : Springer International Publishing : Imprint: Springer
出版年	2017
本文言語	英語
大きさ	XVII, 130 p. 23 illus., 9 illus. in color : online resource
著者標目	*Mislevy, Robert J author Haertel, Geneva author Riconscente, Michelle author Wise Rutstein, Daisy author Ziker, Cindy author SpringerLink (Online service)
件　名	LCSH:Social sciences -- Statistical methods  全ての件名で検索 LCSH:Educational tests and measurements LCSH:Statistics  LCSH:Educational technology LCSH:Teachers -- Training of  全ての件名で検索 LCSH:Learning, Psychology of FREE:Statistics in Social Sciences, Humanities, Law, Education, Behavorial Sciences, Public Policy FREE:Assessment and Testing FREE:Statistical Theory and Methods FREE:Digital Education and Educational Technology FREE:Teaching and Teacher Education FREE:Instructional Psychology
一般注記	Preface -- Introduction -- Model-Based Reasoning -- Evidence-Centered Assessment Design -- Design Patterns for Model-Based Reasoning -- Model Formation -- Model Use -- Model Elaboration -- Model Articulation -- Model Evaluation -- Model Revision -- Model-based Inquiry -- Conclusion -- References -- Appendix -- Summary Form of Design Patterns for Model-based Reasoning -- Appendix This Springer Brief provides theory, practical guidance, and support tools to help designers create complex, valid assessment tasks for hard-to-measure, yet crucial, science education standards. Understanding, exploring, and interacting with the world through models characterizes science in all its branches and at all levels of education. Model-based reasoning is central to science education and thus science assessment. Current interest in developing and using models has increased with the release of the Next Generation Science Standards, which identified this as one of the eight practices of science and engineering. However, the interactive, complex, and often technology-based tasks that are needed to assess model-based reasoning in its fullest forms are difficult to develop. Building on research in assessment, science education, and learning science, this Brief describes a suite of design patterns that can help assessment designers, researchers, and teachers create tasks for assessing aspects of model-based reasoning: Model Formation, Model Use, Model Elaboration, Model Articulation, Model Evaluation, Model Revision, and Model-Based Inquiry. Each design pattern lays out considerations concerning targeted knowledge and ways of capturing and evaluating students’ work. These design patterns are available at http://design-drk.padi.sri.com/padi/do/NodeAction?state=listNodes&NODE_TYPE=PARADIGM_TYPE. The ideas are illustrated with examples from existing assessments and the research literature HTTP:URL=https://doi.org/10.1007/978-3-319-52246-3

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