Search results for author:"Daniel T. Hickey"
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A Situative Response to the Conundrum of Formative Assessment
Daniel T. Hickey
Assessment in Education: Principles, Policy and Practice Vol. 22, No. 2 (2015) pp. 202–223
While formative assessment is popular, it is difficult to evaluate and improve. In some settings, it may actually reduce disciplinary learning by competing with other more productive activities, making those activities less engaging, and narrowing...
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Promoting Argumentative Discourse: A Design-Based Implementation and Refinement of an Astronomy Multimedia Curriculum, Assessment Model, and Learning Environment
Gita Taasoobshirazi; Daniel T. Hickey
Astronomy Education Review Vol. 4, No. 1 (2005) pp. 53–70
This study uses an existing astronomy software program to encourage inquiry-based learning and argumentation while also ensuring gains on conventional classroom assessments and high-stakes achievement tests. To supplement the software program, a...
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Multilevel Assessment for Discourse, Understanding, and Achievement
Daniel T. Hickey; Steven J. Zuiker
Journal of the Learning Sciences Vol. 21, No. 4 (2012) pp. 522–582
Evaluating the impact of instructional innovations and coordinating instruction, assessment, and testing present complex tensions. Many evaluation and coordination efforts aim to address these tensions by using the coherence provided by modern...
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Designing Assessments and Assessing Designs in Virtual Educational Environments
Daniel T. Hickey; Adam A. Ingram-Goble; Ellen M. Jameson
Journal of Science Education and Technology Vol. 18, No. 2 (April 2009) pp. 187–208
This study used innovative assessment practices to obtain and document broad learning outcomes for a 15-hour game-based curriculum in Quest Atlantis, a multi-user virtual environment that supports school-based participation in socio scientific...
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Argumentation: A Strategy for Improving Achievement and Revealing Scientific Identities
Dionne Cross; Gita Taasoobshirazi; Sean Hendricks; Daniel T. Hickey
International Journal of Science Education Vol. 30, No. 6 (May 2008) pp. 837–861
In this paper we explore the relationship between learning gains, measured through pre-assessment and post-assessment, and engagement in scientific argumentation. In order to do so, this paper examines group discourse and individual learning during...
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Reading "Moby-Dick" in a Participatory Culture: Organizing Assessment for Engagement in a New Media Era
Daniel T. Hickey; Jenna McWilliams; Michelle A. Honeyford
Journal of Educational Computing Research Vol. 45, No. 2 (2011) pp. 247–263
Traditional literacy instruction is perhaps still necessary but is certainly no longer sufficient to prepare learners for participation in the range of literacy practices that characterize an increasingly participatory culture. This article...
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Assessing Learning in a Technology-Supported Genetics Environment: Evidential and Systemic Validity Issues
Daniel T. Hickey; Edward W. Wolfe; Ann C. H. Kindfield
Annual Meeting of the American Educational Research Association 1998 (April 1998)
To evaluate student learning in a computer-supported environment known as "GenScope," a system was developed for assessing students' understanding and learning of introductory genetics material presented in two developed GenScope instruments. Both...
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Assessing Learning in a Technology-Supported Genetics Environment: Evidential and Systemic Validity Issues
Daniel T. Hickey; Edward W. Wolfe; Ann C. H. Kindfield
Educational Assessment Vol. 6, No. 3 (2000) pp. 155–96
Developed a system for assessing students' reasoning proficiency in introductory genetics in the computer-supported environment GenScope (tm). Studied whether the assessment system helped students develop the understanding it was designed to assess. ...
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Classroom Discourse as a Tool to Enhance Formative Assessment and Practise in Science
Kate T. Anderson; Steven J. Zuiker; Gita Taasoobshirazi; Daniel T. Hickey
International Journal of Science Education Vol. 29, No. 14 (November 2007) pp. 1721–1744
This study details an innovative approach to coordinating and enhancing multiple levels of assessment and discursive feedback around an existing multi-media curricular environment called Astronomy Village[R]. As part of a broader design-based...
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Enhancing Inquiry, Understanding, and Achievement in an Astronomy Multimedia Learning Environment
Gita Taasoobshirazi; Steven J. Zuiker; Kate T. Anderson; Daniel T. Hickey
Journal of Science Education and Technology Vol. 15, No. 5 (December 2006) pp. 383–395
As an example of design-based research, this study refined an assessment strategy for simultaneously enhancing inquiry-based learning and supporting achievement on conventional assessment measures. "Astronomy Village[R]: Investigating the Universe...
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Integrating Curriculum, Instruction, Assessment, and Evaluation in a Technology-Supported Genetics Learning Environment
Daniel T. Hickey; Ann C. H. Kindfield; Paul Horwitz; Mary Ann T. Christie
American Educational Research Journal Vol. 40, No. 2 (2003) pp. 495–538
This article describes an extended collaboration between a development team and an evaluation team working with GenScope, an open-ended exploratory software tool. In some respects, this was a routine evaluation, documenting substantial gains (of...
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Design Experimentation with Multiple Perspectives: The GenScope Assessment Project
Daniel T. Hickey; Ann Cale Kruger; Laura D. Frederick; Nancy Jo Schafer; Steven Zuiker
Annual Meeting of the American Educational Research Association 2003 (2003)
The GenScope Assessment Project is studying assessment in the context of a month-long computer-supported learning environment for introductory genetics. Across three annual iterations with multiple teachers, project researchers manipulated the...
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Advancing Educational Theory by Enhancing Practice in a Technology-Supported Genetics Learning Environment
Daniel T. Hickey; Ann C. H. Kindfield; Paul Horwitz; Mary Ann Christie
Journal of Education Vol. 181, No. 2 (1999) pp. 25–55
Highlights key points from national reports addressing contemporary perspectives on learning theory, K-12 educational technology, educational theory development, and educational research policy, using illustrations from GenScope, an open-ended...
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Balancing Formative and Summative Science Assessment Practices: Year One of the GenScope Assessment Project
Daniel T. Hickey; Ann Cale Kruger; Laura D. Fredrick; Nancy Jo Schafer; Ann C. H. Kindfield
Annual Meeting of the American Educational Research Association 2002 (April 2002)
This paper describes the GenScope Assessment Project, a project that is exploring ways of using multimedia computers to teach complex science content, refining sociocultural views of assessment and motivation, and considering different ways of...
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Collaborative Design as a Form of Professional Development
Joke Voogt; Therese Laferrière; Alain Breuleux; Rebecca C. Itow; Daniel T. Hickey; Susan McKenney
Instructional Science: An International Journal of the Learning Sciences Vol. 43, No. 2 (March 2015) pp. 259–282
Increasingly, teacher involvement in collaborative design of curriculum is viewed as a form of professional development. However, the research base for this stance is limited. While it is assumed that the activities teachers undertake during...
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Digital Badges: Recognizing, Assessing, and Motivating Learners in and out of School Contexts
W Ian O'Byrne; Katerina Schenke; James E. Willis; Daniel T. Hickey
Journal of Adolescent & Adult Literacy Vol. 58, No. 6 (March 2015) pp. 451–454
Digital badges are web-enabled tokens of accomplishment that contain specific claims and evidence about learning and achievement along with detailed evidence supporting those claims. Badges traditionally consist of an image and relevant metadata (e...