Edys Quellmalz

The use of models and simulations has helped change the nature of inquiry for scientists and students. Simulations can represent dynamic science systems "in action," making invisible phenomena visible, and making these models available for active investigations of authentic problems. When coupled with a technical infrastructure that captures and analyzes students' ongoing actions and answers, interactive simulations can provide personalized feedback and coaching, as well as reports that teac...

To date, technology has been used mainly to support the logistics of assessment administration and scoring. However, new technology has also shown promise as a tool for the development of measures of complex learning that can be useful for instruction. In particular, computer simulations are becoming a component of large-scale science assessments such as the Programme for International Student Assessment, the National Assessment of Educational Progress, and the assessments aligned with the N...

Recent national science education reports emphasize that student science learning should go beyond students solely knowing basic facts to deeper understanding and the ability to engage in meaningfully scientific practice. This project is developing SimScientists, a web-based simulation intervention designed to supplement and extend existing middle school science instructional materials. By offering problem-driven curriculum inquiry activities, embedded formative assessments, reflection activ...

Large-scale state-level tests and classroom assessments are often not well aligned, and often do not support good instructional decisions. In addition, the technical quality of classroom assessments developed by teachers or those that are embedded in published curriculum materials is often unknown or inadequate. The purpose of the Multilevel Assessment of Science Standards (MASS) project is to create a new generation of technology-enhanced formative assessments that bring best formative as...