Handbook of Research on Formative Assessment in Pre-K Through Elementary Classrooms
This chapter serves as an introduction to transdisciplinary learning, Integrative STEM Education,... more This chapter serves as an introduction to transdisciplinary learning, Integrative STEM Education, and current methods for infusing formative assessment into hands-on instruction at the elementary level. Subscribing to the approach that formative assessment is a process that takes place in the classroom to enable learning, the chapter discusses the use of engineering notebooks, competency-based assessment, and qualitative assessment (rubrics and portfolios) in the context of formative assessment while facilitating hands-on learning opportunities. In addition to introducing each of these topics from a research and literature perspective, examples are provided and discussed from a practical perspective. No one formative assessment is better than another, however, one type may be more practical due to the teacher's willingness to try new things, development of students, standards teacher is measuring, type of lesson/unit, time, available resources, and associated costs.
Simulation modeling is a common tool used in many secondary schools offering technology and engin... more Simulation modeling is a common tool used in many secondary schools offering technology and engineering courses. The performance of the final design is usually dependent upon the student’s ability to apply the knowledge learned through direct instruction from the teacher. This study measures the differences in the outcomes of a performance-based activity between students with varying levels of content knowledge within a simulation environment. The results show that students have significantly better performance outcomes when beginning the activity with greater content knowledge. However, students with less content knowledge perform equally well if given enough time and opportunities to engage in the simulation activity.
Bowen, B. D, Peterson, B., & DeLuca, V. W. (2018). The impact of content knowledge on performance outcomes for middle school students in a design-based simulation environment. CTETE Refereed Paper at the Annual Proceedings of the International Technology and Engineering Educators Association, Atlanta, GA.
Journal of Pre-College Engineering Education Research (J-PEER), 2018
As education works to reconnect student learning to something more than standardized testing, pro... more As education works to reconnect student learning to something more than standardized testing, project-based learning (PBL) has become a popular way to increase student engagement while providing more authentic applications of student knowledge. While research regarding PBL is bountiful, little has been done to connect this body of research with student perceptions regarding its classroom application, especially concerning authenticity and student engagement. This research focuses on the topic of ‘‘task authenticity’’ as a means to improve student outcomes. Two groups of seventh-grade students were presented the concept of slope and y-intercept in the context of engineering-based activities. The research design measures if there is a difference in student achievement and perceived importance of these mathematics concepts when presented with authentic and non-authentic approaches to the material. Given this particular methodology, the results show that although no significant difference was found in student achievement, there is a significant difference in the perception that students have regarding the importance of understanding slope and y-intercept.
Peterson, B. (2017). Engaging parents in STEM education. Children's Technology and Engineering, 2... more Peterson, B. (2017). Engaging parents in STEM education. Children's Technology and Engineering, 22(1), 18-21.
Peterson, B. (2017). Career connections, wind turbine service technicians, Children's Technology ... more Peterson, B. (2017). Career connections, wind turbine service technicians, Children's Technology and Engineering, 22(1), 30-31.
Peterson, B. (2017). Career connections, operations research analyst, Children's Technology and E... more Peterson, B. (2017). Career connections, operations research analyst, Children's Technology and Engineering, 22(2), 14-15.
Peterson, B. (2018). Career connections, software developer, Children's Technology and Engineerin... more Peterson, B. (2018). Career connections, software developer, Children's Technology and Engineering, 22(3), 16-17.
Peterson, B. (2018). Career connections, environmental engineering technicians, The Elementary ST... more Peterson, B. (2018). Career connections, environmental engineering technicians, The Elementary STEM Journal, 23(1), 28-29
Peterson, B. (2018). Career connections, cartographers and photogrammetrists, Children's Technolo... more Peterson, B. (2018). Career connections, cartographers and photogrammetrists, Children's Technology and Engineering, 22(4), 16-17.
Physical therapists, called PTs, are experts in the human body’s function and movement and use th... more Physical therapists, called PTs, are experts in the human body’s function and movement and use these skills to help people. Their job revolves around promoting their patients' ability to “move, reduce pain, restore function, and prevent disability” (APTA). With such an important job, they can’t do it alone; PTs frequently have both assistants and aides to help them ensure patients of all ages and backgrounds remain mobile and healthy. Due to the nature of their work, people who work in physical therapy are frequently moving as they help care for patients. However, the work physical therapy teams do varies by the type of patient. Some PTs specialize in certain types of physical therapy—orthopedics or sports medicine, for example—while others help all sorts of patients with a variety of issues such as pain management or decreased mobility. This type of work requires a strong knowledge of human anatomy and problem solving skills—that’s a physical therapists’ specialty. While all bodies are basically structured the same, what works for one patient will not necessarily be the right way for a second patient. Without being able to see inside the body, PT teams rely on observation and patient input to figure out the best way to treat pain and mobility issues. They also receive data and input from other members of a patient’s health-care team, consulting with physicians and surgeons as well as their own assistants and aides to ensure the best outcome for their patients. Once they have a plan for a patient, therapy begins. The PT or assistant would help patients do specific exercises or use special equipment, and the aide may clean the equipment after helping book the next appointment. With people living longer than ever before, this job market is expanding rapidly. Physical therapists, physical therapy assistants, and physical therapy aides are each listed as one of the top 20 fastest growing occupations (BLS). Physical therapists are required to have a professional degree and earn over $85,000 a year (BLS); 21 percent of PTs own their own practice, making them entrepreneurs, as well (APTA). To be a physical therapy assistant, a two-year degree is required, and these individuals make over $55,000 a year, while an aide position typically requires a high school diploma and on-the-job training making around $26,000 annually (BLS). People in this field typically have a strong desire to help others and feel good about their work; physical therapists have even been ranked in Forbes’ "The Ten Happiest Jobs" (APTA).
Peterson, B. (2018). Career connections, physical therapists, pt assistants, and aides, The Elementary STEM Journal, 23(2), 30-31.
Lecorchick III, D., Maynard, J., Morin, M., Nichols, S., Peterson, B., & Ruesch, E., (2018). Scho... more Lecorchick III, D., Maynard, J., Morin, M., Nichols, S., Peterson, B., & Ruesch, E., (2018). School-based mentoring: High school students mentor elementary students. Elementary STEM Journal, 23(1), 18-23.
Handbook of Research on Formative Assessment in Pre-K Through Elementary Classrooms
This chapter serves as an introduction to transdisciplinary learning, Integrative STEM Education,... more This chapter serves as an introduction to transdisciplinary learning, Integrative STEM Education, and current methods for infusing formative assessment into hands-on instruction at the elementary level. Subscribing to the approach that formative assessment is a process that takes place in the classroom to enable learning, the chapter discusses the use of engineering notebooks, competency-based assessment, and qualitative assessment (rubrics and portfolios) in the context of formative assessment while facilitating hands-on learning opportunities. In addition to introducing each of these topics from a research and literature perspective, examples are provided and discussed from a practical perspective. No one formative assessment is better than another, however, one type may be more practical due to the teacher's willingness to try new things, development of students, standards teacher is measuring, type of lesson/unit, time, available resources, and associated costs.
Simulation modeling is a common tool used in many secondary schools offering technology and engin... more Simulation modeling is a common tool used in many secondary schools offering technology and engineering courses. The performance of the final design is usually dependent upon the student’s ability to apply the knowledge learned through direct instruction from the teacher. This study measures the differences in the outcomes of a performance-based activity between students with varying levels of content knowledge within a simulation environment. The results show that students have significantly better performance outcomes when beginning the activity with greater content knowledge. However, students with less content knowledge perform equally well if given enough time and opportunities to engage in the simulation activity.
Bowen, B. D, Peterson, B., & DeLuca, V. W. (2018). The impact of content knowledge on performance outcomes for middle school students in a design-based simulation environment. CTETE Refereed Paper at the Annual Proceedings of the International Technology and Engineering Educators Association, Atlanta, GA.
Journal of Pre-College Engineering Education Research (J-PEER), 2018
As education works to reconnect student learning to something more than standardized testing, pro... more As education works to reconnect student learning to something more than standardized testing, project-based learning (PBL) has become a popular way to increase student engagement while providing more authentic applications of student knowledge. While research regarding PBL is bountiful, little has been done to connect this body of research with student perceptions regarding its classroom application, especially concerning authenticity and student engagement. This research focuses on the topic of ‘‘task authenticity’’ as a means to improve student outcomes. Two groups of seventh-grade students were presented the concept of slope and y-intercept in the context of engineering-based activities. The research design measures if there is a difference in student achievement and perceived importance of these mathematics concepts when presented with authentic and non-authentic approaches to the material. Given this particular methodology, the results show that although no significant difference was found in student achievement, there is a significant difference in the perception that students have regarding the importance of understanding slope and y-intercept.
Peterson, B. (2017). Engaging parents in STEM education. Children's Technology and Engineering, 2... more Peterson, B. (2017). Engaging parents in STEM education. Children's Technology and Engineering, 22(1), 18-21.
Peterson, B. (2017). Career connections, wind turbine service technicians, Children's Technology ... more Peterson, B. (2017). Career connections, wind turbine service technicians, Children's Technology and Engineering, 22(1), 30-31.
Peterson, B. (2017). Career connections, operations research analyst, Children's Technology and E... more Peterson, B. (2017). Career connections, operations research analyst, Children's Technology and Engineering, 22(2), 14-15.
Peterson, B. (2018). Career connections, software developer, Children's Technology and Engineerin... more Peterson, B. (2018). Career connections, software developer, Children's Technology and Engineering, 22(3), 16-17.
Peterson, B. (2018). Career connections, environmental engineering technicians, The Elementary ST... more Peterson, B. (2018). Career connections, environmental engineering technicians, The Elementary STEM Journal, 23(1), 28-29
Peterson, B. (2018). Career connections, cartographers and photogrammetrists, Children's Technolo... more Peterson, B. (2018). Career connections, cartographers and photogrammetrists, Children's Technology and Engineering, 22(4), 16-17.
Physical therapists, called PTs, are experts in the human body’s function and movement and use th... more Physical therapists, called PTs, are experts in the human body’s function and movement and use these skills to help people. Their job revolves around promoting their patients' ability to “move, reduce pain, restore function, and prevent disability” (APTA). With such an important job, they can’t do it alone; PTs frequently have both assistants and aides to help them ensure patients of all ages and backgrounds remain mobile and healthy. Due to the nature of their work, people who work in physical therapy are frequently moving as they help care for patients. However, the work physical therapy teams do varies by the type of patient. Some PTs specialize in certain types of physical therapy—orthopedics or sports medicine, for example—while others help all sorts of patients with a variety of issues such as pain management or decreased mobility. This type of work requires a strong knowledge of human anatomy and problem solving skills—that’s a physical therapists’ specialty. While all bodies are basically structured the same, what works for one patient will not necessarily be the right way for a second patient. Without being able to see inside the body, PT teams rely on observation and patient input to figure out the best way to treat pain and mobility issues. They also receive data and input from other members of a patient’s health-care team, consulting with physicians and surgeons as well as their own assistants and aides to ensure the best outcome for their patients. Once they have a plan for a patient, therapy begins. The PT or assistant would help patients do specific exercises or use special equipment, and the aide may clean the equipment after helping book the next appointment. With people living longer than ever before, this job market is expanding rapidly. Physical therapists, physical therapy assistants, and physical therapy aides are each listed as one of the top 20 fastest growing occupations (BLS). Physical therapists are required to have a professional degree and earn over $85,000 a year (BLS); 21 percent of PTs own their own practice, making them entrepreneurs, as well (APTA). To be a physical therapy assistant, a two-year degree is required, and these individuals make over $55,000 a year, while an aide position typically requires a high school diploma and on-the-job training making around $26,000 annually (BLS). People in this field typically have a strong desire to help others and feel good about their work; physical therapists have even been ranked in Forbes’ "The Ten Happiest Jobs" (APTA).
Peterson, B. (2018). Career connections, physical therapists, pt assistants, and aides, The Elementary STEM Journal, 23(2), 30-31.
Lecorchick III, D., Maynard, J., Morin, M., Nichols, S., Peterson, B., & Ruesch, E., (2018). Scho... more Lecorchick III, D., Maynard, J., Morin, M., Nichols, S., Peterson, B., & Ruesch, E., (2018). School-based mentoring: High school students mentor elementary students. Elementary STEM Journal, 23(1), 18-23.
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performance of the final design is usually dependent upon the student’s ability to apply the knowledge learned through direct
instruction from the teacher. This study measures the differences in the outcomes of a performance-based activity between
students with varying levels of content knowledge within a simulation environment. The results show that students have
significantly better performance outcomes when beginning the activity with greater content knowledge. However, students with
less content knowledge perform equally well if given enough time and opportunities to engage in the simulation activity.
Bowen, B. D, Peterson, B., & DeLuca, V. W. (2018). The impact of content knowledge on performance outcomes for middle school students in a design-based simulation environment. CTETE Refereed Paper at the Annual Proceedings of the International Technology and Engineering Educators Association, Atlanta, GA.
become a popular way to increase student engagement while providing more authentic applications of student knowledge. While research
regarding PBL is bountiful, little has been done to connect this body of research with student perceptions regarding its classroom
application, especially concerning authenticity and student engagement. This research focuses on the topic of ‘‘task authenticity’’ as a
means to improve student outcomes. Two groups of seventh-grade students were presented the concept of slope and y-intercept in the
context of engineering-based activities. The research design measures if there is a difference in student achievement and perceived
importance of these mathematics concepts when presented with authentic and non-authentic approaches to the material. Given this
particular methodology, the results show that although no significant difference was found in student achievement, there is a significant
difference in the perception that students have regarding the importance of understanding slope and y-intercept.
However, the work physical therapy teams do varies by the type of patient. Some PTs specialize in certain types of physical therapy—orthopedics or sports medicine, for example—while others help all sorts of patients with a variety of issues such as pain management or decreased mobility. This type of work requires a strong knowledge of human anatomy and problem solving skills—that’s a physical therapists’ specialty. While all bodies are basically structured the same, what works for one patient will not necessarily be the right way for a second patient.
Without being able to see inside the body, PT teams rely on observation and patient input to figure out the best way to treat pain and mobility issues. They also receive data and input from other members of a patient’s health-care team, consulting with physicians and surgeons as well as their own assistants and aides to ensure the best outcome for their patients. Once they have a plan for a patient, therapy begins. The PT or assistant would help patients do specific exercises or use special equipment, and the aide may clean the equipment after helping book the next appointment.
With people living longer than ever before, this job market is expanding rapidly. Physical therapists, physical therapy assistants, and physical therapy aides are each listed as one of the top 20 fastest growing occupations (BLS). Physical therapists are required to have a professional degree and earn over $85,000 a year (BLS); 21 percent of PTs own their own practice, making them entrepreneurs, as well (APTA). To be a physical therapy assistant, a two-year degree is required, and these individuals make over $55,000 a year, while an aide position typically requires a high school diploma and on-the-job training making around $26,000 annually (BLS). People in this field typically have a strong desire to help others and feel good about their work; physical therapists have even been ranked in Forbes’ "The Ten Happiest Jobs" (APTA).
Peterson, B. (2018). Career connections, physical therapists, pt assistants, and aides, The Elementary STEM Journal, 23(2), 30-31.
performance of the final design is usually dependent upon the student’s ability to apply the knowledge learned through direct
instruction from the teacher. This study measures the differences in the outcomes of a performance-based activity between
students with varying levels of content knowledge within a simulation environment. The results show that students have
significantly better performance outcomes when beginning the activity with greater content knowledge. However, students with
less content knowledge perform equally well if given enough time and opportunities to engage in the simulation activity.
Bowen, B. D, Peterson, B., & DeLuca, V. W. (2018). The impact of content knowledge on performance outcomes for middle school students in a design-based simulation environment. CTETE Refereed Paper at the Annual Proceedings of the International Technology and Engineering Educators Association, Atlanta, GA.
become a popular way to increase student engagement while providing more authentic applications of student knowledge. While research
regarding PBL is bountiful, little has been done to connect this body of research with student perceptions regarding its classroom
application, especially concerning authenticity and student engagement. This research focuses on the topic of ‘‘task authenticity’’ as a
means to improve student outcomes. Two groups of seventh-grade students were presented the concept of slope and y-intercept in the
context of engineering-based activities. The research design measures if there is a difference in student achievement and perceived
importance of these mathematics concepts when presented with authentic and non-authentic approaches to the material. Given this
particular methodology, the results show that although no significant difference was found in student achievement, there is a significant
difference in the perception that students have regarding the importance of understanding slope and y-intercept.
However, the work physical therapy teams do varies by the type of patient. Some PTs specialize in certain types of physical therapy—orthopedics or sports medicine, for example—while others help all sorts of patients with a variety of issues such as pain management or decreased mobility. This type of work requires a strong knowledge of human anatomy and problem solving skills—that’s a physical therapists’ specialty. While all bodies are basically structured the same, what works for one patient will not necessarily be the right way for a second patient.
Without being able to see inside the body, PT teams rely on observation and patient input to figure out the best way to treat pain and mobility issues. They also receive data and input from other members of a patient’s health-care team, consulting with physicians and surgeons as well as their own assistants and aides to ensure the best outcome for their patients. Once they have a plan for a patient, therapy begins. The PT or assistant would help patients do specific exercises or use special equipment, and the aide may clean the equipment after helping book the next appointment.
With people living longer than ever before, this job market is expanding rapidly. Physical therapists, physical therapy assistants, and physical therapy aides are each listed as one of the top 20 fastest growing occupations (BLS). Physical therapists are required to have a professional degree and earn over $85,000 a year (BLS); 21 percent of PTs own their own practice, making them entrepreneurs, as well (APTA). To be a physical therapy assistant, a two-year degree is required, and these individuals make over $55,000 a year, while an aide position typically requires a high school diploma and on-the-job training making around $26,000 annually (BLS). People in this field typically have a strong desire to help others and feel good about their work; physical therapists have even been ranked in Forbes’ "The Ten Happiest Jobs" (APTA).
Peterson, B. (2018). Career connections, physical therapists, pt assistants, and aides, The Elementary STEM Journal, 23(2), 30-31.