Using construct-centered design to align curriculum, instruction, and assessment development in emerging science

Shawn Y. Stevens, Joseph S. Krajcik, Namsoo Shin, James W. Pellegrino, Susan Geier, Su Swarat, Greg Light, Eun Jung Park, César Delgado, Denise Drane, Minyoung Song, Chris Quintana, Emily Shipley, Brenda Lopez Silva, Shanna Daly, Emily Wischow, Tom Moher, Clara Cahill, Alan K. Szeto, Clara S. CahillNathan A. Unterman, Lincoln J. Lauhon, Gregory Light, George M. Bodner, Eric A. Hagedorn

Research output: Contribution to journalConference articlepeer-review

7 Scopus citations


The National Center for Learning and Teaching in Nanoscale Science and Engineering was established to conduct research on how to effectively introduce emergent sciences into K-16 classrooms, using nanoscale science and engineering (NSE) as an example. One of the NCLT's main goals is to develop an approach to map out the knowledge domains (constructs) associated with NSE and use these domains to guide learning research and the development of instructional materials, assessment, and teacher education. These efforts have been aligned through the development and institution of Construct-Centered Design (CCD), a principled process that is based largely on evidence-centered assessment design (Mislevy, Steinberg, Almond, Haertel, & Penuel, 2003) and learning goal-driven design (Krajcik, McNeill & Reiser, 2007). This poster session provides an overview of the CCD process and illustrates how the use of this process has afforded alignment of learning research with the development of instructional materials and assessments.

Original languageEnglish (US)
Pages (from-to)314-321
Number of pages8
JournalComputer-Supported Collaborative Learning Conference, CSCL
Issue numberPART 3
StatePublished - 2008
EventInternational Perspectives in the Learning Sciences: Cre8ing a Learning World - 8th International Conference for the Learning Sciences, ICLS 2008 - Utrecht, Netherlands
Duration: Jun 23 2008Jun 28 2008

ASJC Scopus subject areas

  • Human-Computer Interaction
  • Education


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