Using PADI Templates as an Alternative Structure

for Specifying GLOBE Investigation Strategies

AERA April 2005

Angela Haydel DeBarger, SRI International

Futoshi Yumoto, University of Maryland

Edys Quellmalz, SRI International

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

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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. 3

GLOBE Classroom Assessment Template

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[Insert GLOBE data or graphs here]

Present problem requiring use of GLOBE data archives.

Plan Investigations: Pose relevant questions.

Analyze & Interpret GLOBE Data: Questions about data in the table.

Conducting Investigations: Assuring data quality.

Analyze & Interpret Data: Relationships between variables.

Analyze & Interpret Data: Generate new representations to analyze trends.

Analyze & Interpret Data: Interpret specific features of graphs.

Plan Investigations: Set up another problem using new data set.

Communicate Findings: Summarize and report findings.

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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

Student Model

Task Model

Evidence Model

Representation of Inquiry Skills and

Content Knowledge

Identification of Presentation

Materials and TMVs

Definition of Evaluation Procedures and

Measurement Models

Evidence-Centered Assessment Design

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 SMV6

Approach: Student Model

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Relationships among GLOBE Activities and Inquiry SMVs

ActivitiesFind Data

Trends

Infer Relationships

Re-expressData

ID Variables in Displays

DescribeTransfer Problem

Communicate Findings

Student Model

Ability to Plan Investigations

Ability to TakeMeasurements

Ability to AnalyzeAnd Compare

Ability toInterpret Data

Ability to Communicate

Findings

AssureData

Quality

Pose Research Questions

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Relationships among GLOBE Activities and Inquiry SMVs

ActivitiesPose

Research Questions

Infer Relationships

Re-expressData

ID Variables in Displays

DescribeTransfer Problem

Communicate Findings

Student Model

Ability to Plan Investigations

Ability to TakeMeasurements

Ability to AnalyzeAnd Compare

Ability toInterpret Data

Ability to Communicate

Findings

AssureData

Quality

Find Data

Trends

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Relationships among GLOBE Activities and Inquiry SMVs

ActivitiesPose

Research Questions

Find Data

Trends

Infer Relationships

Re-expressData

ID Variables in Displays

DescribeTransfer Problem

Communicate Findings

Student Model

Ability to Plan Investigations

Ability to TakeMeasurements

Ability to AnalyzeAnd Compare

Ability toInterpret Data

Ability to Communicate

Findings

AssureData

Quality

10

Relationships among GLOBE Activities and Inquiry SMVs

ActivitiesPose

Research Questions

Find Data

Trends

Infer Relationships

Re-expressData

ID Variables in Displays

DescribeTransfer Problem

Communicate Findings

Student Model

Ability to Plan Investigations

Ability to TakeMeasurements

Ability to AnalyzeAnd Compare

Ability toInterpret Data

Ability to Communicate

Findings

AssureData

Quality

11

Relationships among GLOBE Activities and Inquiry SMVs

ActivitiesPose

Research Questions

Find Data

Trends

Infer Relationships

ID Variables in Displays

DescribeTransfer Problem

Communicate Findings

Student Model

Ability to Plan Investigations

Ability to TakeMeasurements

Ability to AnalyzeAnd Compare

Ability toInterpret Data

Ability to Communicate

Findings

AssureData

Quality

Re-expressData

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Relationships among GLOBE Activities and Inquiry SMVs

ActivitiesPose

Research Questions

Find Data

Trends

Infer Relationships

Re-expressData

DescribeTransfer Problem

Communicate Findings

Student Model

Ability to Plan Investigations

Ability to TakeMeasurements

Ability to AnalyzeAnd Compare

Ability toInterpret Data

Ability to Communicate

Findings

AssureData

Quality

ID Variables in Displays

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Relationships among GLOBE Activities and Inquiry SMVs

ActivitiesPose

Research Questions

Find Data

Trends

Infer Relationships

Re-expressData

ID Variables in Displays

Communicate Findings

Student Model

Ability to Plan Investigations

Ability to TakeMeasurements

Ability to AnalyzeAnd Compare

Ability toInterpret Data

Ability to Communicate

Findings

AssureData

Quality

DescribeTransfer Problem

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Relationships among GLOBE Activities and Inquiry SMVs

ActivitiesPose

Research Questions

Find Data

Trends

Infer Relationships

Re-expressData

ID Variables in Displays

DescribeTransfer Problem

Communicate Findings

Student Model

Ability to Plan Investigations

Ability to TakeMeasurements

Ability to AnalyzeAnd Compare

Ability toInterpret Data

Ability to Communicate

Findings

AssureData

Quality

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

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Task Model

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Hierarchical Relationships among TMVs

Activity-level TMVs

Assure data quality

ADQ sample questions

ADQ scaffolding

Template-level TMVs

GLOBE DATA TMVs

GLOBE data scaffolding

Grade level appropriateness

GLOBE general scaffolding

GLOBE content area

Pose research questions

PRQ sample response

Number of questions requested

PRQ scaffolding

Find data trends

Number of variables to review

Number of data points to review

FDT scaffolding

Infer relationships between variables

Requirements of data

transformationRBV scaffolding

Re-express data

Number of data transformations

RD scaffolding

Type of data transformation

Identify relevant data and values in data displays

IFVscaffolding

Specification of data search

Specification of confirming

data

Number of data points to review

Complexity of data features

Describe relevant transfer problem/application

Number of variables to

consider

Number of data points to review

DTP scaffoldingDTP sample

response

Communicate findings and conclusions

Suggest additional data

Specification of required

componentsLength of report

Include graphs/tables with report

CF scaffolding

Number of data representational

formats

Nature of association

Mathematical form of association

GLOBE data site

Type of data anomolies

Type of GLOBE measurement/

variables

Amount of data

Data representational

format

Problem situation description

Problem complexity

Definition of Evaluation Procedures and Measurement Models Specification of observable variables

(OVs) Linking OVs to SMVs through

Measurement Model

Relating TMVs and Evaluation Procedures

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Evidence Model

Develop GLOBE task specifications

Develop Wizard to guide others in creating specialized GLOBE templates and task specifications

Document the GLOBE template design process

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Future Directions