center for innovative learning technologies visualization, modeling, and formative assessment eric...
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Center for InnovativeLearning Technologies
Visualization, Modeling,and Formative Assessment
Eric BaumgartnerGraduate School of Education
University of California at [email protected]
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Designing for formative assessment
• Role of visualization and modeling • Case study: Strawberry Creek
– Causal modeling– Data visualization
• Lessons learned
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Strawberry CreekPartnership Project
WISE/UC Berkeley• Britte Cheng• Aaron Glimme• Rodney Kopish• Ernest Lo• Sherry Seethaler• Jim Slotta• Henry Spliethof
CILT• Eric Baumgartner
UC Berkeley• Sean Brophy
Vanderbilt University• Sherry Hsi
Concord Consortium
Drawing on ideas, themes from LT field
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Strawberry Creek Curriculum
• How healthy is Strawberry Creek?• Internet and field research components• Two week high school integrated
science unit– First pilot March 1999
• Roles for visualization and modeling– Causal modeling of complex systems– Support for analyzing field data
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Supporting causal modeling
• Make complex relationships visible• Provide researchers with explicit
representation of student understanding• Inspirations
– Concept maps (Novak)– Model-It (Michigan)– Stella (HPS)
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Build a model of water quality
Strawberry Creek: http://wise.berkeley.edu/
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Capture student explanations
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Capture change over timevia model database
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Redesigning forformative assessment
How can students assess their models?• Provide access to model database
– Provide comparison tools– Provide annotation tools
• Provide ‘running’ models to give direct feedback
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Model-It: Running modelsfor direct feedback
Model-It: http://www.cogitomedia.comHi-CE: http://hi-ce.org/
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Supporting analysisof field data
• Provide multiple representations that relate to local landscape
• Leverage visual inferences• Scaffold comparisons of tests and sites• Inspirations
– ArcView/GRASS (ERSI, Baylor)– WorldWatcher (Northwestern)– BGuILE (Northwestern)
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Viewing data fromStrawberry Creek
Strawberry Creek: http://wise.berkeley.edu/
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Redesigning forformative assessment
• How can we assess student use of visualizations?– How can students assess analyses?
• Support expressive use of multiple representations– “Comparison database” tracks student use– Provide prediction tools– Provide annotation tools
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WorldWatcher: Supporting prediction and comparison
WorldWatcher: http://www.covis.nwu.edu/sciviz/sciviz.html
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Progress Portfolio: Supporting documentation and annotation
Progress Portfolio: http://www.ls.sesp.nwu.edu/sible/
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Lessons learned
• Major shift: Assessment for learners and teachers as well as for researchers
• Leverage visualization and modeling opportunities for formative assessment– Make thinking visible– Support expressive representations