Aligning Science Assessment Items from the Iowa Testing Program Batteries and the State Collaborative on Assessment and Student Standards with the National Science Education Content Standards PDF Download
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Author: Erica Dee Larson
Publisher:
ISBN:
Category : Iowa Tests of Basic Skills
Languages : en
Pages : 274
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Book Description
Author: Erica Dee Larson
Publisher:
ISBN:
Category : Iowa Tests of Basic Skills
Languages : en
Pages : 274
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Book Description
Author:
Publisher:
ISBN:
Category : Dissertations, Academic
Languages : en
Pages : 580
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Book Description
Abstracts of dissertations available on microfilm or as xerographic reproductions.
Author: National Research Council
Publisher: National Academies Press
ISBN: 0309289548
Category : Education
Languages : en
Pages : 296
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Book Description
Assessments, understood as tools for tracking what and how well students have learned, play a critical role in the classroom. Developing Assessments for the Next Generation Science Standards develops an approach to science assessment to meet the vision of science education for the future as it has been elaborated in A Framework for K-12 Science Education (Framework) and Next Generation Science Standards (NGSS). These documents are brand new and the changes they call for are barely under way, but the new assessments will be needed as soon as states and districts begin the process of implementing the NGSS and changing their approach to science education. The new Framework and the NGSS are designed to guide educators in significantly altering the way K-12 science is taught. The Framework is aimed at making science education more closely resemble the way scientists actually work and think, and making instruction reflect research on learning that demonstrates the importance of building coherent understandings over time. It structures science education around three dimensions - the practices through which scientists and engineers do their work, the key crosscutting concepts that cut across disciplines, and the core ideas of the disciplines - and argues that they should be interwoven in every aspect of science education, building in sophistication as students progress through grades K-12. Developing Assessments for the Next Generation Science Standards recommends strategies for developing assessments that yield valid measures of student proficiency in science as described in the new Framework. This report reviews recent and current work in science assessment to determine which aspects of the Framework's vision can be assessed with available techniques and what additional research and development will be needed to support an assessment system that fully meets that vision. The report offers a systems approach to science assessment, in which a range of assessment strategies are designed to answer different kinds of questions with appropriate degrees of specificity and provide results that complement one another. Developing Assessments for the Next Generation Science Standards makes the case that a science assessment system that meets the Framework's vision should consist of assessments designed to support classroom instruction, assessments designed to monitor science learning on a broader scale, and indicators designed to track opportunity to learn. New standards for science education make clear that new modes of assessment designed to measure the integrated learning they promote are essential. The recommendations of this report will be key to making sure that the dramatic changes in curriculum and instruction signaled by Framework and the NGSS reduce inequities in science education and raise the level of science education for all students.
Author: National Research Council
Publisher: National Academies Press
ISBN: 0309256496
Category : Education
Languages : en
Pages : 203
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Book Description
Americans have long recognized that investments in public education contribute to the common good, enhancing national prosperity and supporting stable families, neighborhoods, and communities. Education is even more critical today, in the face of economic, environmental, and social challenges. Today's children can meet future challenges if their schooling and informal learning activities prepare them for adult roles as citizens, employees, managers, parents, volunteers, and entrepreneurs. To achieve their full potential as adults, young people need to develop a range of skills and knowledge that facilitate mastery and application of English, mathematics, and other school subjects. At the same time, business and political leaders are increasingly asking schools to develop skills such as problem solving, critical thinking, communication, collaboration, and self-management - often referred to as "21st century skills." Education for Life and Work: Developing Transferable Knowledge and Skills in the 21st Century describes this important set of key skills that increase deeper learning, college and career readiness, student-centered learning, and higher order thinking. These labels include both cognitive and non-cognitive skills- such as critical thinking, problem solving, collaboration, effective communication, motivation, persistence, and learning to learn. 21st century skills also include creativity, innovation, and ethics that are important to later success and may be developed in formal or informal learning environments. This report also describes how these skills relate to each other and to more traditional academic skills and content in the key disciplines of reading, mathematics, and science. Education for Life and Work: Developing Transferable Knowledge and Skills in the 21st Century summarizes the findings of the research that investigates the importance of such skills to success in education, work, and other areas of adult responsibility and that demonstrates the importance of developing these skills in K-16 education. In this report, features related to learning these skills are identified, which include teacher professional development, curriculum, assessment, after-school and out-of-school programs, and informal learning centers such as exhibits and museums.
Author: Tamara J. Heck
Publisher:
ISBN:
Category : Electronic dissertations
Languages : en
Pages : 260
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Book Description
The adoption and implementation of state science standards based on the Next Generation Science Standards (NGSS) have posed significant challenges for the development and interpretation of science Large-Scale Assessments (LSA); specifically, the extent to which the assessment items align with the standards. Previous research has relied on large state or national data sets and classroom assessment data, but has yet to consider students' experiences with the LSA. This research uses qualitative methods to analyze cognitive lab data from Michigan students in Grades 5 and 8 to find evidence of the intended alignment claims of the items designed for the science Michigan Student Test of Educational Progress (M-STEP). The findings indicate that the items elicit the use of the dimensions from students and, in some cases, discriminate among students who chose the keyed response versus those who did not. The evidence of elicitation is often in contrast to the alignment analysis conducted by external reviewers through the Task Annotation Project in Science (TAPS). This work highlights important tensions with which science assessment developers must wrestle and provides recommendations for doing so.
Author: Laura S. Hamilton
Publisher: Rand Corporation
ISBN: 0833033980
Category : Education
Languages : en
Pages : 193
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Book Description
Test-based accountability systems that attach high stakes to standardized test results have raised a number of issues on educational assessment and accountability. Do these high-stakes tests measure student achievement accurately? How can policymakers and educators attach the right consequences to the results of these tests? And what kinds of tradeoffs do these testing policies introduce? This book responds to the growing emphasis on high-stakes testing and offers recommendations for more-effective test-based accountability systems.
Author: American Educational Research Association
Publisher:
ISBN: 9780935302356
Category : Education
Languages : en
Pages : 0
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Book Description
"Prepared by the Joint Committee on Standards for Educatioanl and Psychological Testing of the American Educational Research Association, American Psychological Association and National Council on Measurement in Education"--T.p. verso.
Author: Michael Timms
Publisher:
ISBN:
Category :
Languages : en
Pages : 60
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Book Description
This policy research document is intended for policymakers to use when examining possible changes to the state assessment's alignment with the National Assessment of Educational Progress (NAEP). The 2009 NAEP test is not yet in existence, so the purpose of this report is to give policymakers a headstart in determining where they might, if they so decide, begin to make changes in their assessment standards and specifications to develop an assessment system more closely aligned to that used for the NAEP. This report presents the findings of an alignment study comparing the new science framework for the 2009 National Assessment of Educational Progress (NAEP) and the accompanying science assessment and item specifications with the Texas state science assessment. The study was conducted for the Regional Education Laboratory Southwest, funded by the Institute of Education Sciences to provide research and support to Arkansas, Louisiana, New Mexico, Oklahoma, and Texas. The study was undertaken in anticipation of a growing need in the region to be better informed about how state assessment standards in science compare with those tested in the NAEP. The intent of this report is to inform those in the Texas Education Agency responsible for shaping the state assessment in science how the current assessment standards and test specifications compare with those of the national NAEP 2009 assessment. It is hoped that this study will be of use to policymakers and others in the state who are interested in the Texas state assessments in science. The following are appended: (1) The documents compared; (2) How the study was conducted; (3) Content alignment for grade 4; (4) Content alignment for grade 8; and (5) Content alignment for grade 12. (Contains 4 figures, 1 box, and 16 tables.) [This report was prepared for the National Center for Education Evaluation and Regional Assistance, Institute of Education Sciences, U.S. Department of Education by Regional Educational Laboratory Southwest, formerly known as Southwest Regional Educational Laboratory (SEDL), administered by Edvance Research, Inc.].
Author:
Publisher:
ISBN:
Category : Educational tests and measurements
Languages : en
Pages : 56
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Book Description
Author: California. Department of Education
Publisher:
ISBN:
Category : Education
Languages : en
Pages : 70
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Book Description
Represents the content of science education and includes the essential skills and knowledge students will need to be scientically literate citizens. Includes grade-level specific content for kindergarten through eighth grade, with sixth grade focus on earth science, seventh grade focus on life science, eighth grade focus on physical science. Standards for grades nine through twelve are divided into four content strands: physics, chemistry, biology/life sciences, and earth sciences.
