21PSTEM has developed its assessment expertise from:
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- The staff’s extensive experience in the both the classroom and in school district administration, including leadership of assessment and curriculum at the district level in both urban and suburban contexts.
- Deep familiarity with the current research and cutting edge practice in assessment design and psychometric analysis, including:
- formative assessments and the use of misconceptions to facilitate high quality formative data
- summative assessments that require deep conceptual understanding and high cognitive demand, building on the foundation laid by the Force Concept Inventory and related assessments.
- project-based assessments that make use of the engineering design process and related rubrics
- The design of assessments for an IES-funded cognitive science center and multi-district randomized control trial.
- The design of assessments for curriculum-based exams tied to learning outcomes in Egyptian STEM schools.
- The design of multiple choice Tests of Concepts exams for Egyptian STEM Schools, as a replacement for the traditional required university entrance exam.
- The application of cognitive interviews and current psychometric analysis (e.g., Rasch) to pilot and revise assessments developed for various projects.
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21PSTEM staff who have this experience can work with your team at any level, from a single school to an entire country, including cooperating with researchers, to assess currently deployed assessments, develop new assessment frameworks and/or assessments, pilot and revise assessments, administer the assessments, analyze the data, and develop reporting systems and structures for feedback at all levels.