Using construct-centered design to align curriculum, instruction, and assessment development in emerging science

  • Authors:

  • Shawn Y. Stevens;Joseph S. Krajcik;Namsoo Shin;James W. Pellegrino;Susan Geier;Su Swarat;Gregory Light;Eun Jung Park;César Delgado;Denise Drane;Minyoung Song;Chris Quintana;Emily Shipley;Brenda Lopez Silva;Shanna Daly;Emily Wischow;Tom Moher;James W. Pellegrino;Clara Cahill;Alan K. Szeto;Nathan A. Unterman;Lincoln J. Lauhon;Eun Jung Park;Eric A. Hagedorn

  • Affiliations:

  • National Center for Learning and Teaching in Nanoscale Science and Engineering, University of Michigan, Ann Arbor, MI;National Center for Learning and Teaching in Nanoscale Science and Engineering, University of Michigan, Ann Arbor, MI;National Center for Learning and Teaching in Nanoscale Science and Engineering, University of Michigan, Ann Arbor, MI;National Center for Learning and Teaching in Nanoscale Science and Engineering, University of Illinois at Chicago, Chicago, IL;National Center for Learning and Teaching in Nanoscale Science and Engineering, Purdue University, West Lafayette, IN;National Center for Learning and Teaching in Nanoscale Science and Engineering, Northwestern University, Evanston, IL;National Center for Learning and Teaching in Nanoscale Science and Engineering, Northwestern University, Evanston, IL;National Center for Learning and Teaching in Nanoscale Science and Engineering, Northwestern University, Evanston, IL;National Center for Learning and Teaching in Nanoscale Science and Engineering, University of Michigan, Ann Arbor, MI;National Center for Learning and Teaching in Nanoscale Science and Engineering, Northwestern University, Evanston, IL;National Center for Learning and Teaching in Nanoscale Science and Engineering, University of Michigan, Ann Arbor, MI;National Center for Learning and Teaching in Nanoscale Science and Engineering, University of Michigan, Ann Arbor, MI;National Center for Learning and Teaching in Nanoscale Science and Engineering, University of Illinois at Chicago, Chicago, IL;National Center for Learning and Teaching in Nanoscale Science and Engineering, University of Illinois at Chicago, Chicago, IL;National Center for Learning and Teaching in Nanoscale Science and Engineering, University of Illinois at Chicago, Chicago, IL;National Center for Learning and Teaching in Nanoscale Science and Engineering, Purdue University, West Lafayette, IN;National Center for Learning and Teaching in Nanoscale Science and Engineering, University of Illinois at Chicago, Chicago, IL;National Center for Learning and Teaching in Nanoscale Science and Engineering, University of Illinois at Chicago, Chicago, IL;National Center for Learning and Teaching in Nanoscale Science and Engineering, University of Michigan, Ann Arbor, MI;National Center for Learning and Teaching in Nanoscale Science and Engineering, Purdue University, West Lafayette, IN;Glenbrook North High School;National Center for Learning and Teaching in Nanoscale Science and Engineering, Northwestern University, Evanston, IL;National Center for Learning and Teaching in Nanoscale Science and Engineering, Northwestern University, Evanston, IL;National Center for Learning and Teaching in Nanoscale Science and Engineering, University of Texas at El Paso, El Paso, TX

  • Venue:
  • ICLS'08 Proceedings of the 8th international conference on International conference for the learning sciences - Volume 3
  • Year:
  • 2008

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Abstract

The National Center for Learning and Teaching in Nanoscale Science and Engineering was established to conduct research on how to effectively introduce emergent sciences into K-16 classrooms, using nanoscale science and engineering (NSE) as an example. One of the NCLT's main goals is to develop an approach to map out the knowledge domains (constructs) associated with NSE and use these domains to guide learning research and the development of instructional materials, assessment, and teacher education. These efforts have been aligned through the development and institution of Construct-Centered Design (CCD), a principled process that is based largely on evidence-centered assessment design (Mislevy, Steinberg, Almond, Haertel, & Penuel, 2003) and learning goal-driven design (Krajcik, McNeill & Reiser, 2007). This poster session provides an overview of the CCD process and illustrates how the use of this process has afforded alignment of learning research with the development of instructional materials and assessments.