1. Center for Innovative Learning Technologies Visualization, Modeling, and Formative Assessment Eric Baumgartner Graduate School of Education University of California at Berkeley ebaum@socrates.berkeley.edu

2. C I L T 2 Designing for formative assessment Role of visualization and modeling Case study: Strawberry Creek –Causal modeling –Data visualization Lessons learned

3. C I L T 3 Strawberry Creek Partnership Project WISE/UC Berkeley Britte Cheng Aaron Glimme Rodney Kopish Ernest Lo Sherry Seethaler Jim Slotta Henry Spliethof CILT Eric Baumgartner UC Berkeley Sean Brophy Vanderbilt University Sherry Hsi Concord Consortium Drawing on ideas, themes from LT field

4. C I L T 4 Strawberry Creek Curriculum How healthy is Strawberry Creek? Internet and field research components Two week high school integrated science unit –First pilot March 1999 Roles for visualization and modeling –Causal modeling of complex systems –Support for analyzing field data

5. C I L T 5 Supporting causal modeling Make complex relationships visible Provide researchers with explicit representation of student understanding Inspirations –Concept maps (Novak) –Model-It (Michigan) –Stella (HPS)

6. C I L T 6 Build a model of water quality Strawberry Creek: http://wise.berkeley.edu/

7. C I L T 7 Capture student explanations

8. C I L T 8 Capture change over time via model database

9. C I L T 9 Redesigning for formative assessment How can students assess their models? Provide access to model database –Provide comparison tools –Provide annotation tools Provide ‘running’ models to give direct feedback

10. C I L T 10 Model-It: Running models for direct feedback Model-It: http://www.cogitomedia.com Hi-CE: http://hi-ce.org/

11. C I L T 11 Supporting analysis of field data Provide multiple representations that relate to local landscape Leverage visual inferences Scaffold comparisons of tests and sites Inspirations –ArcView/GRASS (ERSI, Baylor) –WorldWatcher (Northwestern) –BGuILE (Northwestern)

12. C I L T 12 Viewing data from Strawberry Creek Strawberry Creek: http://wise.berkeley.edu/

13. C I L T 13 Redesigning for formative assessment How can we assess student use of visualizations? –How can students assess analyses? Support expressive use of multiple representations –“Comparison database” tracks student use –Provide prediction tools –Provide annotation tools

14. C I L T 14 WorldWatcher: Supporting prediction and comparison WorldWatcher: http://www.covis.nwu.edu/sciviz/sciviz.html

15. C I L T 15 Progress Portfolio: Supporting documentation and annotation Progress Portfolio: http://www.ls.sesp.nwu.edu/sible/

16. C I L T 16 Lessons learned Major shift: Assessment for learners and teachers as well as for researchers Leverage visualization and modeling opportunities for formative assessment –Make thinking visible –Support expressive representations