Cumulative Learning using Embedded Assessment Results (CLEAR) focused on the challenge of improving K-12 teaching and learning of energy concepts. CLEAR leveraged new curriculum, technologies, and research findings to investigate ways that science assessments can both capture and contribute to cumulative, integrated learning of standards-based concepts in middle school courses. CLEAR has conducted synergistic activities and studies that can be described in four main themes:

• Improvement and refinement of curriculum materials and new forms of assessment,

• Longitudinal progress of diverse students on cumulative learning goals concerning energy concepts in middle school,

• Fidelity of implementation of curriculum materials promoting cumulative learning in middle school classrooms, and

• Identification of specific strategies for promoting cumulative learning.

CLEAR has created technology-enhanced middle school science curricula that integrate core energy ideas across the relatively incoherent state standards using the Web-based Inquiry Science Environment (WISE: wise.berkeley.edu). Informed by the knowledge integration framework, the curriculum guides students to explore standards-based energy topics. Instructional materials implement research-based strategies for promoting coherence. The materials provide a foundation that allows students to continue developing cumulative knowledge of energy in science in later grades. The core energy concepts are provided across four curricular units in grades six and seven. These units serve three main goals: a) they connect energy concepts such as energy conservation, energy transfer and energy transformation across science topics such as photosynthesis and plate tectonics ; b) they introduce and scaffold student use of essays, diagrams, visualizations, and experiments involving probes and sensors to explain their ideas; and c) they engage students in exploring energy concepts appropriate for each grade level.

CLEAR researched two new forms of assessment: MySystem diagrams that allow students to show energy flow using icons and links; and Energy Stories that require narrative explanations about energy processes. These assessments document progress and also promote cumulative learning of energy concepts across CLEAR curricula. In particular, MySystem has been shown to help English Language Learners overcome language barriers to better represent their understanding of energy concepts. Using automated scoring to assign guidance on MySystem demonstrated that knowledge integration guidance is more effective than typical specific guidance for promoting cumulative learning. Knowledge integration guidance does not provide the correct answer but rather encourages students to revisit the visualizations in the curriculum to improve their response.

CLEAR conducted two longitudinal studies to measure cumulative learning. In both the two- and three-year longitudinal study tracking sixth-grade students, results from item response modeling analyses revealed that: (a) the assessments demonstrated satisfactory psychometric properties in terms of reliability and validity; (b) both the cross-sectional and longitudinal cohorts made progress on integrating their understanding of energy concepts; and (c) among many factors (e.g., gender, grade, school, home language) associated with students’ science performance, unit implementation was the strongest predictor.

CLEAR also investigated how fidelity of implementa...

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