Molly A M Stuhlsatz
Biographic Data
| ID | 5182278 |
|---|---|
| NAME | Molly A M Stuhlsatz |
| GIVEN NAMES | Molly A M |
| FAMILY NAME | Stuhlsatz |
| SIGNATURE | STUHLSATZ M A M |
| AFFILIATIONS | BSCS Science Learning |
| ORCID | 0000-0001-7218-1240 |
| VERIFIED | Yes |
| TOTAL WORKS | 8 |
| TOTAL CITATIONS | 7 |
| AUTHOR COUNT | 8 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2019 |
| LATEST PUBLICATION YEAR | 2024 |
| H-INDEX | 1 |
Using automated analysis to assess middle school students' competence with scientific argumentation
Argumentation is fundamental to science education, both as a prominent feature of scientific reasoning and as an effective mode of learning—a perspective reflected in contemporary frameworks and standards. The successful implementation of argumentation in school science, however, requires a paradigm shift in science assessment from the measurement of knowledge and understanding to the measurement of performance and knowledge in use. Performance t…
Addressing test fairness in education research
A Framework of Construct-Irrelevant Variance for Contextualized Constructed Response Assessment
Estimating and monitoring the construct-irrelevant variance (CIV) is of significant importance to validity, especially for constructed response assessments with rich contextualized information. To examine CIV in contextualized constructed response assessments, we developed a framework including a model accounting for CIV and a measurement that could differentiate the CIV. Specifically, the model includes CIV due to three factors: the variability …
Genomics literacy matters
Recently, it has been argued that improving students' genomics literacy could prevent students from developing erroneous beliefs about social identity, such as the belief that racial groups differ cognitively and behaviorally because of their genes; a belief called genetic essentialism. To date, however, little research has explored if or how a conceptual understanding of genomics protects against the development of genetic essentialism. Using a …
Investigating Conflation of Sex and Gender Language in Student Writing About Genetics
Evaluation of construct-irrelevant variance yielded by machine and human scoring of a science teacher PCK constructed response assessment
Teacher pedagogical content knowledge, practice, and student achievement
In this exploratory study, we attempted to measure potential changes in teacher knowledge and practice as a result of an intervention, as well as trace such changes through a theoretical path of influence that could inform a model of teacher professional knowledge. We created an instrument to measure pedagogical content knowledge (PCK), studied the impact of a two-year professional development intervention, explored the relationships among teache…
Comparing the Effects of Analysis-of-Practice and Content-Based Professional Development on Teacher and Student Outcomes in Science
This study tests the influence of a video-based, analysis-of-practice professional development (PD) program on upper-elementary teachers’ science content knowledge, pedagogical content knowledge, and teaching practice and on their students’ achievement. Using a cluster-randomized experimental design, the study compares the outcomes for teachers in an analysis-of-practice program with those of teachers in a content-deepening program. Mediational a…
Comparing the Effects of Analysis-of-Practice and Content-Based Professional Development on Teacher and Student Outcomes in Science
This study tests the influence of a video-based, analysis-of-practice professional development (PD) program on upper-elementary teachers’ science content knowledge, pedagogical content knowledge, and teaching practice and on their students’ achievement. Using a cluster-randomized experimental design, the study compares the outcomes for teachers in an analysis-of-practice program with those of teachers in a content-deepening program. Mediational a…
Teacher pedagogical content knowledge, practice, and student achievement
In this exploratory study, we attempted to measure potential changes in teacher knowledge and practice as a result of an intervention, as well as trace such changes through a theoretical path of influence that could inform a model of teacher professional knowledge. We created an instrument to measure pedagogical content knowledge (PCK), studied the impact of a two-year professional development intervention, explored the relationships among teache…
Comparing the Effects of Analysis-of-Practice and Content-Based Professional Development on Teacher and Student Outcomes in Science
This study tests the influence of a video-based, analysis-of-practice professional development (PD) program on upper-elementary teachers’ science content knowledge, pedagogical content knowledge, and teaching practice and on their students’ achievement. Using a cluster-randomized experimental design, the study compares the outcomes for teachers in an analysis-of-practice program with those of teachers in a content-deepening program. Mediational a…
Investigating Conflation of Sex and Gender Language in Student Writing About Genetics
Evaluation of construct-irrelevant variance yielded by machine and human scoring of a science teacher PCK constructed response assessment
A Framework of Construct-Irrelevant Variance for Contextualized Constructed Response Assessment
Estimating and monitoring the construct-irrelevant variance (CIV) is of significant importance to validity, especially for constructed response assessments with rich contextualized information. To examine CIV in contextualized constructed response assessments, we developed a framework including a model accounting for CIV and a measurement that could differentiate the CIV. Specifically, the model includes CIV due to three factors: the variability …
Genomics literacy matters
Recently, it has been argued that improving students' genomics literacy could prevent students from developing erroneous beliefs about social identity, such as the belief that racial groups differ cognitively and behaviorally because of their genes; a belief called genetic essentialism. To date, however, little research has explored if or how a conceptual understanding of genomics protects against the development of genetic essentialism. Using a …
Addressing test fairness in education research
Using automated analysis to assess middle school students' competence with scientific argumentation
Argumentation is fundamental to science education, both as a prominent feature of scientific reasoning and as an effective mode of learning—a perspective reflected in contemporary frameworks and standards. The successful implementation of argumentation in school science, however, requires a paradigm shift in science assessment from the measurement of knowledge and understanding to the measurement of performance and knowledge in use. Performance t…
Psychology (8 works) · Computer Science (4 works) · Mathematics education (4 works) · Science Education and Pedagogy (4 works) · Developmental psychology (3 works) · Pedagogy (3 works) · Social Psychology (3 works) · Sociology (3 works) · Teacher Education and Leadership Studies (3 works) · Artificial Intelligence (2 works)