Publications

Publications	Presentations and Workshops	Conference Papers and Posters

2020

Douglas, K., Gane, B., Neumann, K. & Pellegrino, J. W. (2020). Contemporary methods of assessing integrated STEM competencies. In C. C. Johnson, M. J. Mohr-Schroeder, T. J. Moore, & English, L. D. (Eds.), Handbook of research on STEM education (pp. 234-254). New York: Routledge.
Furtak, E., Kang, H., Pellegrino, J., Harris, C., Krajcik, J., Morrison, D., Bell, P., Lakhani, H., Suárez, E., Buell, J., Henson, K., Nation, J., Tschida, P., Fay, L., Penuel, W. R., Biddy, Q., & Wingert, K. (2020). Emergent design heuristics for three-dimensional classroom assessments that promote equity. In M. Gresalfi & I. S. Horn (Eds.), The Interdisciplinarity of the Learning Sciences, 14th International Conference of the Learning Sciences (ICLS) (Vol 3, pp. 1487-1494). Nashville, TN: International Society of the Learning Sciences.

Harris, C. J., Krajcik, J., Pellegrino, J. & DeBarger, A. H. (2019). Designing knowledge-in-use assessments to promote deeper learning. Educational Measurement: Issues and Practice. 38 (2), 53-67.
Means, B., Cheng, B., & Harris, C. J. (2019). How the science of learning is changing science assessment. In P. Kuhl, S. Lim, S. Guerriero, & D. Van Damme (Eds.), Developing minds in the digital age: Towards a science of learning for 21st century education (pp.197-207). Paris: OECD Publishing.
Harris, C. J., Krajcik, J., Pellegrino, J. & DeBarger, A. H. (2019). Designing knowledge-in-use assessments to promote deeper learning. Educational Measurement: Issues and Practice. 38 (2), 53-67.

Gane, B. D., Zaidi, S. Z., & Pellegrino, J. W. (2018). Measuring what matters: Using technology to assess multidimensional learning. European Journal of Education, 53, 176–187. https://doi.org/10.1111/ejed.12269
Pellegrino, J. W., Gane, B. D., Zaidi, S. Z., Harris, C. J., McElhaney, K. W., Alozie, N., Haugabook Pennock, P., Severance, S., Neumann, K., Fortus, D., Krajcik, J., Nordine, J., Furtak, E. M., Briggs, D., Chattergoon, R, Penuel, B., Wingert, K. Van Horne, K. (2018). The challenge of assessing “knowledge in use”: Examples from three-dimensional science learning and instruction. In Kay, J. and Luckin, R. (Eds.). Rethinking Learning in the Digital Age: Making the Learning Sciences Count, Proceedings of the 13th International Conference of the Learning Sciences (ICLS) 2018, 2, 1211-1218. London, UK: International Society of the Learning Sciences.
Pellegrino, J. W., Harris, C., Krajcik, J., Gane, B. D., McElhaney, K. W., Pennock, P.H., Alozie, N., & Zaidi, S. Z. (2018). Design of next generation science assessments: Measuring what matters. In Kay, J. and Luckin, R. (Eds.). Rethinking Learning in the Digital Age: Making the Learning Sciences Count, Proceedings of the 13th International Conference of the Learning Sciences (ICLS) 2018, 2, 1212-1213. London, UK: International Society of the Learning Sciences.

Harris, C. J., Krajcik, J. S., Pellegrino, J. W., & McElhaney, K.W. (2016). Constructing assessment tasks that blend disciplinary core Ideas, crosscutting concepts, and science practices for classroom formative applications. Menlo Park, CA: SRI International. View paper.

DeBarger, A. H., Harris, C. J., D’Angelo, C., Krajcik, J., Dahsah, C., Lee, J., & Beauvineau, Y. (2014). Constructing assessment items that blend core ideas and science practices. In Polman, J. L., Kyza, E. A., O’Neill, D. K., Tabak, I., Penuel, W. R., Jurow, A. S., O’Connor, K., Lee, T., and D’Amico, L. (Eds.). Learning and becoming in practice: The International Conference of the Learning Sciences (ICLS) 2014, Volume 3. Boulder, CO: International Society of the Learning Sciences. View paper.