Using PADI Templates as an Alternative Structure for Specifying GLOBE Investigation Strategies

1. AERA April 2005 Using PADI Templates as an Alternative Structure for Specifying GLOBE Investigation Strategies Angela Haydel DeBarger, SRI International Futoshi Yumoto, University of Maryland Edys Quellmalz, SRI International

2. 2 Purpose • To use the PADI Design System to develop a template based on the Global Learning and Observations to Benefit the Environment investigation assessments • To use the GLOBE template as an example for creating task specifications with the PADI Wizard

3. 3 Background • GLOBE is a worldwide hands-on, elementary and secondary school-based education and science program (www.globe.gov). • Why GLOBE Is a Good Use-Case for PADI • Investigation assessments developed for GLOBE in a previous NSF grant address multiple, integrated inquiry skills within Earth Science topics (http://globeassessment.sri.com). • The constellation of GLOBE assessment resources shape the development of the GLOBE PADI template.

4. 4 GLOBE Classroom Assessment Template

5. Evidence-Centered Assessment Design Evidence Model Student Model Task Model Representation of Inquiry Skills and Content Knowledge Definition of Evaluation Procedures and Measurement Models Identification of Presentation Materials and TMVs 5 GLOBE in a PADI Template Template Development Process: • Analysis of GLOBE assessment framework, classroom assessment template, tasks, and rubrics • Development of multiple representational formats for classifying GLOBE assessment elements into PADI template components • Creation of objects in the PADI design system

6. 6 Approach: Student Model • Representation of Inquiry Skills and Content Knowledge • 8 activities (1 per GLOBE investigation/inquiry phase) • Content topic as a template-level TMV • Univariate and Multivariate Student Models • Univariate: combined content and inquiry student model variables (SMVs) • Multivariate: multiple inquiry SMVs plus content SMV

7. Activities Pose Research Questions Assure Data Quality Find Data Trends Re-express Data ID Variables in Displays Infer Relationships Describe Transfer Problem Communicate Findings Student Model Ability to Take Measurements Ability to Analyze And Compare Ability to Plan Investigations Ability to Interpret Data Ability to Communicate Findings 7 Relationships among GLOBE Activities and Inquiry SMVs

8. Activities Pose Research Questions Assure Data Quality Find Data Trends Re-express Data ID Variables in Displays Infer Relationships Describe Transfer Problem Communicate Findings Student Model Ability to Take Measurements Ability to Analyze And Compare Ability to Plan Investigations Ability to Interpret Data Ability to Communicate Findings 8 Relationships among GLOBE Activities and Inquiry SMVs

9. Activities Pose Research Questions Assure Data Quality Find Data Trends Re-express Data ID Variables in Displays Infer Relationships Describe Transfer Problem Communicate Findings Student Model Ability to Take Measurements Ability to Analyze And Compare Ability to Plan Investigations Ability to Interpret Data Ability to Communicate Findings 9 Relationships among GLOBE Activities and Inquiry SMVs

10. Activities Pose Research Questions Assure Data Quality Find Data Trends Re-express Data ID Variables in Displays Infer Relationships Describe Transfer Problem Communicate Findings Student Model Ability to Take Measurements Ability to Analyze And Compare Ability to Plan Investigations Ability to Interpret Data Ability to Communicate Findings 10 Relationships among GLOBE Activities and Inquiry SMVs

11. Activities Pose Research Questions Assure Data Quality Find Data Trends Re-express Data ID Variables in Displays Infer Relationships Describe Transfer Problem Communicate Findings Student Model Ability to Take Measurements Ability to Analyze And Compare Ability to Plan Investigations Ability to Interpret Data Ability to Communicate Findings 11 Relationships among GLOBE Activities and Inquiry SMVs

12. Activities Pose Research Questions Assure Data Quality Find Data Trends Re-express Data ID Variables in Displays Infer Relationships Describe Transfer Problem Communicate Findings Student Model Ability to Take Measurements Ability to Analyze And Compare Ability to Plan Investigations Ability to Interpret Data Ability to Communicate Findings 12 Relationships among GLOBE Activities and Inquiry SMVs

13. Activities Pose Research Questions Assure Data Quality Find Data Trends Re-express Data ID Variables in Displays Infer Relationships Describe Transfer Problem Communicate Findings Student Model Ability to Take Measurements Ability to Analyze And Compare Ability to Plan Investigations Ability to Interpret Data Ability to Communicate Findings 13 Relationships among GLOBE Activities and Inquiry SMVs

14. Activities Pose Research Questions Assure Data Quality Find Data Trends Re-express Data ID Variables in Displays Infer Relationships Describe Transfer Problem Communicate Findings Student Model Ability to Take Measurements Ability to Analyze And Compare Ability to Plan Investigations Ability to Interpret Data Ability to Communicate Findings 14 Relationships among GLOBE Activities and Inquiry SMVs

15. 15 Task Model • Identification of Stimulus Materials and Work Products • Identification of Task Model Variables (TMVs) • Template-level; Activity-level • Articulation of Hierarchical Relationships among TMVs • Template-level to Template-level • Template-level to Activity-level • Activity-level to Activity-level

16. 16 Hierarchical Relationships among TMVs

17. 17 Evidence Model • Definition of Evaluation Procedures and Measurement Models • Specification of observable variables (OVs) • Linking OVs to SMVs through Measurement Model • Relating TMVs and Evaluation Procedures

18. 18 Future Directions • Develop GLOBE task specifications • Develop Wizard to guide others in creating specialized GLOBE templates and task specifications • Document the GLOBE template design process