Performance-Based Task Assessment Of Higher-Order Proficiencies In Redesigned STEM High Schools Of Higher-Order Proficiencies In Redesigned STEM High Schools

This study explored student abilities in applying conceptual knowledge when presented with structured performance tasks. Specifically, the study gauged proficiency in higher-order applications of students enrolled in earth and environmental science or biology. The student sample was drawn from a Red...

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Bibliographic Details
Published inContemporary issues in education research (Littleton, Colo.) Vol. 10; no. 1; pp. 13 - 32
Main Authors Ernst, Jeremy V., Glennie, Elizabeth, Li, Songze
Format Journal Article
LanguageEnglish
Published Littleton The Clute Institute 01.01.2017
Subjects
Academic achievement
Achievement tests
Behavioral Objectives
Biology
Cognitive ability
Cognitive Development
Collaboration
Design
Education
Educational evaluation
Educational objectives
Educational Theories
Knowledge
Learning
Learning Activities
Learning Processes
Performance Based Assessment
Problem solving
Science
Secondary education
Secondary school students
Secondary schools
Standardized tests
STEM education
Students
Studies
United States > US
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Summary:This study explored student abilities in applying conceptual knowledge when presented with structured performance tasks. Specifically, the study gauged proficiency in higher-order applications of students enrolled in earth and environmental science or biology. The student sample was drawn from a Redesigned STEM high school model where a tested performance assessment protocol was employed for the purposes of the investigation. It was determined that performance-based proficiency was not uniform within tasks and applications, but could be recognized through student artifacts of learning on a situational basis. Based on the findings of the study, several implications are highlighted.
ISSN:1940-5847
1941-756X
DOI:10.19030/cier.v10i1.9877