Zobrazeno 1 - 10
of 47
pro vyhledávání: '"Kevin C. Haudek"'
Autor:
Emily A. Royse, Amanda D. Manzanares, Heqiao Wang, Kevin C. Haudek, Caterina Belle Azzarello, Lydia R. Horne, Daniel L. Druckenbrod, Megan Shiroda, Sol R. Adams, Ennea Fairchild, Shirley Vincent, Steven W. Anderson, Chelsie Romulo
Publikováno v:
Humanities & Social Sciences Communications, Vol 11, Iss 1, Pp 1-18 (2024)
Abstract There is growing support and interest in postsecondary interdisciplinary environmental education, which integrates concepts and disciplines in addition to providing varied perspectives. There is a need to assess student learning in these pro
Externí odkaz:
https://doaj.org/article/c232820f505347c891fa84613b821370
Publikováno v:
Frontiers in Education, Vol 8 (2023)
We novelly applied established ecology methods to quantify and compare language diversity within a corpus of short written student texts. Constructed responses (CRs) are a common form of assessment but are difficult to evaluate using traditional meth
Externí odkaz:
https://doaj.org/article/55e6b364abb243dfab9f9508f23caa72
Autor:
Leonora Kaldaras, Kevin C. Haudek
Publikováno v:
Frontiers in Education, Vol 7 (2022)
IntroductionThe Framework for K-12 Science Education promotes supporting the development of knowledge application skills along previously validated learning progressions (LPs). Effective assessment of knowledge application requires LP-aligned constru
Externí odkaz:
https://doaj.org/article/a142f2b63e7d4f44993b48f45c0a262f
Publikováno v:
Frontiers in Education, Vol 7 (2022)
IntroductionThe Framework for K-12 Science Education (the Framework) and the Next- Generation Science Standards (NGSS) define three dimensions of science: disciplinary core ideas, scientific and engineering practices, and crosscutting concepts and em
Externí odkaz:
https://doaj.org/article/baa74762c86f421581e14fa8977f9371
Publikováno v:
Disciplinary and Interdisciplinary Science Education Research, Vol 1, Iss 1, Pp 1-17 (2019)
Abstract Structure and function is an essential crosscutting concept in undergraduate STEM education and appears in numerous disciplines and contexts from the introductory to advanced levels. This concept is exemplified by enzyme binding, a topic spa
Externí odkaz:
https://doaj.org/article/d4cc90354bef4747b449b1dfa3b6591b
Publikováno v:
Frontiers in Education, Vol 6 (2021)
Estimating and monitoring the construct-irrelevant variance (CIV) is of significant importance to validity, especially for constructed response assessments with rich contextualized information. To examine CIV in contextualized constructed response as
Externí odkaz:
https://doaj.org/article/36ff90063553430fab24ac17098dab73
Autor:
Jennifer H. Doherty, Jack A. Cerchiara, Emily E. Scott, Lauren N. Jescovitch, Jenny L. McFarland, Kevin C. Haudek, Mary Pat Wenderoth
Publikováno v:
Advances in Physiology Education. 47:282-295
These findings are the first empirical evidence to support the claim that using Physiology Core Concept reasoning supports transfer of knowledge across different physiological systems.
Autor:
Jennifer H. Doherty, Emily E. Scott, Jack A. Cerchiara, Lauren N. Jescovitch, Jenny L. McFarland, Kevin C. Haudek, Mary Pat Wenderoth
Publikováno v:
CBE—Life Sciences Education. 22
This paper details the development of the first reasoning framework to describe how students’ reasoning about biological bulk flow pressure gradients develop toward scientific, mechanistic reasoning.
Autor:
Christopher D. Wilson, Kevin C. Haudek, Jonathan F. Osborne, Zoë E. Buck Bracey, Tina Cheuk, Brian M. Donovan, Molly A. M. Stuhlsatz, Marisol M. Santiago, Xiaoming Zhai
Publikováno v:
Journal of Research in Science Teaching.
Publikováno v:
Journal of Science Education and Technology. 31:117-128
Constructed response (CR) assessments allow students to demonstrate understanding of complex topics and provide teachers with deeper insight into student thinking. Computer scoring models (CSMs) remove the barrier of increased time and effort, making