Ji Shen
Associate professor (with tenure), 2014-
Teaching and Learning, University of Miami.
Assistant professor, 2013-2014
Teaching and Learning, University of Miami.
Assistant professor, 2008-2012 (promoted to associate professor with tenure; leave-of-absence, 2013-4).
Mathematics and Science Education, University of Georgia.
Post-doctoral researcher, 2006-2008
Technology-enhanced Learning in Science center, University of California, Berkeley.
Teaching and Learning, University of Miami.
Assistant professor, 2013-2014
Teaching and Learning, University of Miami.
Assistant professor, 2008-2012 (promoted to associate professor with tenure; leave-of-absence, 2013-4).
Mathematics and Science Education, University of Georgia.
Post-doctoral researcher, 2006-2008
Technology-enhanced Learning in Science center, University of California, Berkeley.
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Papers by Ji Shen
purpose of this study is to synthesize and examine modeling-oriented assessments (MOA) in the last three decades and propose new directions for research in this area. The study uses a collection of 30 empirical research articles that report MOA from an initial library of 153 articles
focusing on MBI in K-12 science education from 1980 to 2013. The findings include the variety
of themes within each of the three MOA dimensions (modeling products, modeling practices,
and meta-modeling knowledge) and the areas of MOA still in need of much work. Based on the
review, three guiding principles are proposed for future work in MOA: (a) framing MOA in an
ecology of assessment, (b) providing authentic modeling contexts for assessment, and (c) spelling
out the connections between MOA items and the essential aspects of modeling to be assessed.
Conference Presentations by Ji Shen
used and student engagement trajectories are often plotted in diverse ways.
purpose of this study is to synthesize and examine modeling-oriented assessments (MOA) in the last three decades and propose new directions for research in this area. The study uses a collection of 30 empirical research articles that report MOA from an initial library of 153 articles
focusing on MBI in K-12 science education from 1980 to 2013. The findings include the variety
of themes within each of the three MOA dimensions (modeling products, modeling practices,
and meta-modeling knowledge) and the areas of MOA still in need of much work. Based on the
review, three guiding principles are proposed for future work in MOA: (a) framing MOA in an
ecology of assessment, (b) providing authentic modeling contexts for assessment, and (c) spelling
out the connections between MOA items and the essential aspects of modeling to be assessed.
used and student engagement trajectories are often plotted in diverse ways.