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Pellegrino's research and development interests focus on children's and adult's thinking and learning and the implications of cognitive research and theory for assessment and instructional practice. Much of his current work is focused on analyses of complex learning and instructional environments, including those incorporating powerful information technology tools, with the goal of better understanding the nature of student learning and the conditions that enhance deep understanding. A special concern of his research is the incorporation of effective formative assessment practices, assisted by technology, to maximize student learning and understanding. Increasingly his research and writing has focused on the role of cognitive theory and technology in educational reform and translating results from the educational and psychological research arenas into implications for practitioners and policy makers.
Pellegrino's unique blend of expertise which combines knowledge of cognitive science, psychometrics, educational technology, instructional practice, and educational policy has led to appointment as head of several National Academy of Science/National Research Council study committees. These include chair of the Study Committee for the Evaluation of the National and State Assessments of Educational Progress, co-chair of the NRC/NAS Study Committee on Learning Research and Educational Practice, and co-chair of the NRC/NAS Study Committee on the Foundations of Assessment which issued the report Knowing What Students Know: The Science and Design of Educational Assessment. He chaired the recent NRC/NAS Study Committee on Deeper Learning and 21st Century Skills and co-chaired the NRC/NAS Study Committee on Developing Assessments of Science Proficiency in K-12. He was a member of the NRC/NAS/NAE Study Committee on Improving Learning with Information Technology and chaired the NRC/NAS Panel on Research on Learning and Instruction for the Strategic Education Research Partnership. He served as a member of the NRC/NAS Study Committee on Test Design for K-12 Science Achievement, the NRC/NAS Study Committee on Science Learning: Games, Simulations and Education, and the NRC/NAS Study Committee on a Conceptual Framework for New Science Education Standards. He is a Fellow of AERA, a lifetime National Associate of the National Academy of Sciences, and a past member of the Board on Testing and Assessment of the National Research Council. He is an elected lifetime member of the National Academy of Education and of the American Academy of Arts and Sciences.
Pellegrino's unique blend of expertise which combines knowledge of cognitive science, psychometrics, educational technology, instructional practice, and educational policy has led to appointment as head of several National Academy of Science/National Research Council study committees. These include chair of the Study Committee for the Evaluation of the National and State Assessments of Educational Progress, co-chair of the NRC/NAS Study Committee on Learning Research and Educational Practice, and co-chair of the NRC/NAS Study Committee on the Foundations of Assessment which issued the report Knowing What Students Know: The Science and Design of Educational Assessment. He chaired the recent NRC/NAS Study Committee on Deeper Learning and 21st Century Skills and co-chaired the NRC/NAS Study Committee on Developing Assessments of Science Proficiency in K-12. He was a member of the NRC/NAS/NAE Study Committee on Improving Learning with Information Technology and chaired the NRC/NAS Panel on Research on Learning and Instruction for the Strategic Education Research Partnership. He served as a member of the NRC/NAS Study Committee on Test Design for K-12 Science Achievement, the NRC/NAS Study Committee on Science Learning: Games, Simulations and Education, and the NRC/NAS Study Committee on a Conceptual Framework for New Science Education Standards. He is a Fellow of AERA, a lifetime National Associate of the National Academy of Sciences, and a past member of the Board on Testing and Assessment of the National Research Council. He is an elected lifetime member of the National Academy of Education and of the American Academy of Arts and Sciences.
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Handbook of Research on Science Educationpp.1045-1097, (2023)
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ICERI2022 ProceedingsICERI Proceedings (2022)
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