Using PADI Templates as an Alternative Structure for Specifying GLOBE Investigation Strategies

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Using PADI Templates as an Alternative Structure
for Specifying GLOBE Investigation Strategies

• Angela Haydel DeBarger, SRI International
• Futoshi Yumoto, University of Maryland
• Edys Quellmalz, SRI International

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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.

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GLOBE Classroom Assessment Template
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

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Approach Student Model

• 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
  SMV

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Relationships among GLOBE Activities and Inquiry
SMVs
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Relationships among GLOBE Activities and Inquiry
SMVs
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Relationships among GLOBE Activities and Inquiry
SMVs
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Relationships among GLOBE Activities and Inquiry
SMVs
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Relationships among GLOBE Activities and Inquiry
SMVs
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Relationships among GLOBE Activities and Inquiry
SMVs
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Relationships among GLOBE Activities and Inquiry
SMVs
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Relationships among GLOBE Activities and Inquiry
SMVs
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Task Model

• 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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Hierarchical Relationships among TMVs
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Evidence Model

• 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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Future Directions

• Develop GLOBE task specifications
• Develop Wizard to guide others in creating
  specialized GLOBE templates and task
  specifications
• Document the GLOBE template design process