The Contingent Pedagogies project was a partnership among the Denver Public Schools, SRI International, Facet Innovations, and the American Geological Institute. The project aimed to improve the quality of teachers’ classroom assessment in middle school Earth science. The assessment activities of the project were co-developed with teachers and embedded within those teachers’ adopted science curriculum.
The project is a good example of how to integrate innovations within adopted curriculum materials when designing with districts. The project also illustrates how DBIR can support building teaching capacity at scale through coherent professional development.
The National Science Foundation provided funding for this project.
A Research-Practice Partnership to Improve Formative Assessment in Science
Penuel, W. R., & DeBarger, A. H. (in press). A research-practice partnership to improve formative assessment in science. In A. J. Daly & K. S. Finnigan (Eds.), Thinking systemically: Improving districts under pressure. Washington, DC: AERA.
Chapter Extended Abstract, Poster
Designing for Productive Adaptations of Curriculum Interventions
Practical Tool, Web Link
Impacts of a Professional Development Program Focused on Helping Teachers Support Student ArgumentationPenuel-DeBarger-NARST-PD-Argumentation.pdf