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Author: Nancy Paulu
Publisher:
ISBN:
Category : Criterion-referenced tests
Languages : en
Pages : 60
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Book Description
The third conference on improving mathematics and science assessment brought together more than 550 educators, researchers, and policymakers. Recommendations and information from the conference are incorporated into this report. Conference consensus was that students must recognize that there is more to assessment than grades and scores and begin to see assessment as a crucial and integral part of education. They should assume increasing responsibility for documenting and reflecting on their own progress as they move through school. Parents and the public must hold high expectations for instruction and for student participation. Teachers will hold all students, regardless of their backgrounds, to high standards and will recognize that assessment cannot be separated from learning. Principals and other administrators must oversee the reform of mathematics and science assessment and ensure that the curriculum reflects what we want students to know. An 18-item reading list is attached, and an appendix lists conference participants and sessions. (SLD)
Author: Nancy Paulu
Publisher:
ISBN:
Category : Criterion-referenced tests
Languages : en
Pages : 60
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Book Description
The third conference on improving mathematics and science assessment brought together more than 550 educators, researchers, and policymakers. Recommendations and information from the conference are incorporated into this report. Conference consensus was that students must recognize that there is more to assessment than grades and scores and begin to see assessment as a crucial and integral part of education. They should assume increasing responsibility for documenting and reflecting on their own progress as they move through school. Parents and the public must hold high expectations for instruction and for student participation. Teachers will hold all students, regardless of their backgrounds, to high standards and will recognize that assessment cannot be separated from learning. Principals and other administrators must oversee the reform of mathematics and science assessment and ensure that the curriculum reflects what we want students to know. An 18-item reading list is attached, and an appendix lists conference participants and sessions. (SLD)
Author: Anne M. Collins
Publisher:
ISBN: 9780873536608
Category : Educational tests and measurements
Languages : en
Pages : 138
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Book Description
Linking assessment to everday classroom instruction requires a shift in both thinking and practise. For many, the term assessment simply means grade. Using Classroom Assessment to Improve Student Learning shows how teachers can move away from using tests, letter or numerical grades or passing or failing as evidence of student learning to creating a rich classroom environment that is conducive to effective formative assessment.
Author: Nancy Paulu
Publisher:
ISBN: 9780788115790
Category :
Languages : en
Pages : 47
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Book Description
The proceedings of a conference on improving math & science assessment, held Sept. 21-23, 1993. Drew together more than 550 educators, researchers & policymakers to share insights about assessment & to learn from one another. Recommendations & information from the 2-day conference are incorporated into this report.
Author: Janet S. Kettlewell
Publisher: Rowman & Littlefield
ISBN: 1607090139
Category : Education
Languages : en
Pages : 227
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Book Description
The U. S. is losing its competitive edge in science, technology, engineering, and mathematics (STEM). Thomas Friedman warns that America is not producing enough young people in STEM fields that are essential for entrepreneurship and innovation in the 21st century (The World Is Flat: A Brief History of the Twenty-First Century, 2005).
Author: Nancy Paulu
Publisher:
ISBN:
Category : Criterion-referenced tests
Languages : en
Pages : 60
Get Book
Book Description
The third conference on improving mathematics and science assessment brought together more than 550 educators, researchers, and policymakers. Recommendations and information from the conference are incorporated into this report. Conference consensus was that students must recognize that there is more to assessment than grades and scores and begin to see assessment as a crucial and integral part of education. They should assume increasing responsibility for documenting and reflecting on their own progress as they move through school. Parents and the public must hold high expectations for instruction and for student participation. Teachers will hold all students, regardless of their backgrounds, to high standards and will recognize that assessment cannot be separated from learning. Principals and other administrators must oversee the reform of mathematics and science assessment and ensure that the curriculum reflects what we want students to know. An 18-item reading list is attached, and an appendix lists conference participants and sessions. (SLD)
Author: Elliott A. Medrich
Publisher: DIANE Publishing
ISBN: 9781568061917
Category : Mathematics
Languages : en
Pages : 160
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Book Description
Summarizes six international studies of math and science over the past 25 years, describing each study and its primary results. Also draws together critical and heretofore inaccessible documentation that are required to evaluate the quality of the surveys, including studies of Japanese students. Over 75 charts and tables.
Author: John O'Neil
Publisher: Association for Supervision & Curriculum Development
ISBN:
Category : Education
Languages : en
Pages : 52
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Book Description
Despite rising concerns about the mathematics and science achievement of U.S. students, a flood of evidence amassed over the past decade suggests that far too few students are receiving the high-quality education needed in these subjects either for careers or for basic citizenship. The Association for Supervision and Curriculum Development (ASCD) Panel on U.S. Achievement in Mathematics and Science was convened in May 1991 to examine three issues: (1) the continued low standing of U.S. students on international mathematics and science achievement tests; (2) the possible reasons for this low standing; and (3) the changes needed to improve U.S. mathematics and science achievement. The report is presented in three sections. Section 1 discusses the nature of the problem, indicating that low achievement is evident at all levels from primary through secondary school. Section 2 discusses the possible causes for low U.S. achievement, concluding that too few students receive sufficient instruction in mathematics and science in grades K-12 to achieve desired levels. The effects of tracking, the impact of underrepresented groups, outmoded theory and practice, and working conditions are also discussed. In section 3, the panel gives recommendations for improving U.S. achievement in mathematics and science in the areas of Curriculum, Standards, Assessment, Teacher Preparation, and Public Support. An executive summary states the panel's findings and enumerates its recommendations. Among the specific recommendations are the following: (1) all students should be required to take mathematics and science throughout their precollegiate education; (2) the development of international standards should be supported; (3) assessment programs should include "performance tasks"; and (4) emergency licensing of teachers in mathematics and science should be eliminated. (62 references) (MDH)
Author: National Research Council
Publisher: National Academies Press
ISBN: 0309184665
Category : Education
Languages : en
Pages : 49
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Book Description
To explore the connections between new approaches to science education and new developments in assessment, the Board on Testing and Assessment (BOTA) of the National Research Council (NRC) sponsored a two-day conference on February 22 and 23, 1997. Participants included BOTA members, other measurement experts, and educators and policymakers concerned with science education reform. The conference encouraged the exchange of ideas between those with measurement expertise and those with creative approaches to instruction and assessment.
Author: National Research Council
Publisher: National Academies Press
ISBN: 0309293227
Category : Education
Languages : en
Pages : 383
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Book Description
Education is a hot topic. From the stage of presidential debates to tonight's dinner table, it is an issue that most Americans are deeply concerned about. While there are many strategies for improving the educational process, we need a way to find out what works and what doesn't work as well. Educational assessment seeks to determine just how well students are learning and is an integral part of our quest for improved education. The nation is pinning greater expectations on educational assessment than ever before. We look to these assessment tools when documenting whether students and institutions are truly meeting education goals. But we must stop and ask a crucial question: What kind of assessment is most effective? At a time when traditional testing is subject to increasing criticism, research suggests that new, exciting approaches to assessment may be on the horizon. Advances in the sciences of how people learn and how to measure such learning offer the hope of developing new kinds of assessments-assessments that help students succeed in school by making as clear as possible the nature of their accomplishments and the progress of their learning. Knowing What Students Know essentially explains how expanding knowledge in the scientific fields of human learning and educational measurement can form the foundations of an improved approach to assessment. These advances suggest ways that the targets of assessment-what students know and how well they know it-as well as the methods used to make inferences about student learning can be made more valid and instructionally useful. Principles for designing and using these new kinds of assessments are presented, and examples are used to illustrate the principles. Implications for policy, practice, and research are also explored. With the promise of a productive research-based approach to assessment of student learning, Knowing What Students Know will be important to education administrators, assessment designers, teachers and teacher educators, and education advocates.
Author: National Research Council
Publisher: National Academies Press
ISBN: 030917080X
Category : Education
Languages : en
Pages : 588
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Book Description
This book takes a fresh look at programs for advanced studies for high school students in the United States, with a particular focus on the Advanced Placement and the International Baccalaureate programs, and asks how advanced studies can be significantly improved in general. It also examines two of the core issues surrounding these programs: they can have a profound impact on other components of the education system and participation in the programs has become key to admission at selective institutions of higher education. By looking at what could enhance the quality of high school advanced study programs as well as what precedes and comes after these programs, this report provides teachers, parents, curriculum developers, administrators, college science and mathematics faculty, and the educational research community with a detailed assessment that can be used to guide change within advanced study programs.
