%0 Report %1 mislevy2002dpa %A Mislevy, Robert J. %A Hamel, Larry %A Fried, Ron %A Gaffney, Thomas %A Haertel, Geneva %A Hafter, Amy %A Murphy, Robert %A Quellmalz, Edys %A Rosenquist, Anders %A Schank, Patricia %A Draney, Karen %A Kennedy, Cathleen %A Long, Kathy %A Wilson, Mark %A Chudowsky, Naomi %A Morrison, Alissa L. %A Pena, Patricia %A Songer, Nancy Butler %A Wenk, Amelia %D 2003 %K CERME-6-patterns ERC-CSL asld-book assesment assessing design designpatterns inquiry ldg learning learningdesigngrid patternlanguagenetwork patterns pedagogicalpatterns science wleformativeeassessment %N 1 %T Design patterns for assessing science inquiry %U http://padi.sri.com/downloads/TR1_Design_Patterns.pdf %X Designing systems for assessing inquiry in science requires expertise across domains that rarely reside in a single individual: science content and science learning, assessment design, task authoring, psychometrics, delivery technologies, and systems engineering. The goal of the PADI project is to provide a conceptual framework for designing inquiry tasks that coordinates such efforts, and provides supporting tools to facilitate them. This paper reports progress on one facet of PADI: design patterns for assessing science inquiry. Design patterns bridge knowledge about key aspects of science inquiry and the structures of a coherent assessment argument, in a form that will guide task authoring and implementation specifications. We discuss the nature and role of design patterns in assessment design, suggest contents and structures for creating and working with them, and illustrate the ideas with a small start-up set of design pattern

@techreport{mislevy2002dpa, abstract = {Designing systems for assessing inquiry in science requires expertise across domains that rarely reside in a single individual: science content and science learning, assessment design, task authoring, psychometrics, delivery technologies, and systems engineering. The goal of the PADI project is to provide a conceptual framework for designing inquiry tasks that coordinates such efforts, and provides supporting tools to facilitate them. This paper reports progress on one facet of PADI: design patterns for assessing science inquiry. Design patterns bridge knowledge about key aspects of science inquiry and the structures of a coherent assessment argument, in a form that will guide task authoring and implementation specifications. We discuss the nature and role of design patterns in assessment design, suggest contents and structures for creating and working with them, and illustrate the ideas with a small start-up set of design pattern}, added-at = {2008-08-15T20:02:55.000+0200}, author = {Mislevy, Robert J. and Hamel, Larry and Fried, Ron and Gaffney, Thomas and Haertel, Geneva and Hafter, Amy and Murphy, Robert and Quellmalz, Edys and Rosenquist, Anders and Schank, Patricia and Draney, Karen and Kennedy, Cathleen and Long, Kathy and Wilson, Mark and Chudowsky, Naomi and Morrison, Alissa L. and Pena, Patricia and Songer, Nancy Butler and Wenk, Amelia}, biburl = {https://www.bibsonomy.org/bibtex/2329b098cb90430007ff8944a4dc5535e/yish}, institution = {SRI International}, interhash = {16cbce225d8a36d4fe5504ae4a04285f}, intrahash = {329b098cb90430007ff8944a4dc5535e}, keywords = {CERME-6-patterns ERC-CSL asld-book assesment assessing design designpatterns inquiry ldg learning learningdesigngrid patternlanguagenetwork patterns pedagogicalpatterns science wleformativeeassessment}, month = {January}, number = 1, timestamp = {2015-10-10T15:27:54.000+0200}, title = {Design patterns for assessing science inquiry}, type = {PADI Technical Report}, url = {http://padi.sri.com/downloads/TR1_Design_Patterns.pdf}, year = 2003 }