Assessment techniques for a learning-centered curriculum: evaluation design for adventures in supercomputing

Conference · Sun Sep 01 04:00:00 EDT 1996

OSTI ID:395601

Helland, B ^[1]; Summers, B G ^[2]

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1. Ames Lab., IA (United States)
2. Oak Ridge National Lab., TN (United States)

As the classroom paradigm shifts from being teacher-centered to being learner-centered, student assessments are evolving from typical paper and pencil testing to other methods of evaluation. Students should be probed for understanding, reasoning, and critical thinking abilities rather than their ability to return memorized facts. The assessment of the Department of Energy`s pilot program, Adventures in Supercomputing (AiS), offers one example of assessment techniques developed for learner-centered curricula. This assessment has employed a variety of methods to collect student data. Methods of assessment used were traditional testing, performance testing, interviews, short questionnaires via email, and student presentations of projects. The data obtained from these sources have been analyzed by a professional assessment team at the Center for Children and Technology. The results have been used to improve the AiS curriculum and establish the quality of the overall AiS program. This paper will discuss the various methods of assessment used and the results.

• Research Organization: Oak Ridge National Lab., TN (United States)
• Sponsoring Organization: USDOE, Washington, DC (United States)
• DOE Contract Number: AC05-96OR22464; W-7405-ENG-82
• OSTI ID: 395601
• Report Number(s): CONF-961139--1; ON: DE96011947
• Country of Publication: United States
• Language: English

Related Subjects

32 ENERGY CONSERVATION, CONSUMPTION, AND UTILIZATION
99 GENERAL AND MISCELLANEOUS
CURRICULUM GUIDES
EDUCATION
EDUCATIONAL FACILITIES
EDUCATIONAL TOOLS
EVALUATION
SUPERCOMPUTERS