Developing a Novel Learning Progression in Elementary Science Based on Structured Interview Data

Abstract
In this presentation, I will share results from a BEAR Center science education project in two public elementary schools in Northern California. During this collaborative project, we analyzed structured interview data to validate a complex learning progression theory . We utilized a construct-centered approach and item response models to show how best practices in educational measurement could support the interpretation of structured interview data.

Amy Cardace is currently the Active Learning Initiative Assessment Specialist at Cornell University. She specializes in designing assessment and evaluation systems for campus educational initiatives. Previously, she completed her doctoral work at the University of California, Berkeley in the Graduate School of Education. She held previous positions conducting qualitative and quantitative analyses for the United States Courts for the Ninth Circuit and the City of Berkeley public schools. She also holds a bachelor’s degree in economics and sociology from Connecticut College, and a master’s degree from Berkeley’s Goldman School of Public Policy.

Date: 
Tuesday, November 19, 2019 - 2:00pm
Building: 
Berkeley Way West
Room: 
1215