ERIC Number: ED405190
Record Type: Non-Journal
Publication Date: 1997-Jan
Reference Count: N/A
Determining Alignment of Expectations and Assessments in Mathematics and Science Education.
Webb, Norman L.
NISE Brief, v1 n2 Jan 1997
Many states and school districts are making concerted efforts to boost student achievement in mathematics and science. This information brief is intended for those who seek to improve student learning by creating coherent systems of expectations and assessments in states and districts. Other potential audiences are those who study reform, make decisions about reform, and are affected by reform. The intention of this brief is to help people think more clearly about the concept of alignment and to help them examine what is required for expectations and assessments to be in alignment. The major elements of an education system must work together to help students achieve higher levels of mathematical and scientific understanding. Topics discussed include the importance of alignment; methods of alignment including sequential development, expert review, and document analysis; and specific criteria including content focus, articulation across grades and ages, equity and fairness, pedagogical implications, and system applicability. It is concluded that the alignment of expectations and assessments is a key underlying principle of systemic and standards-based reform. Establishing alignment among policy elements is an essential activity for improving the potential for realizing significant reform. (JRH)
Descriptors: Academic Achievement, Educational Change, Elementary Secondary Education, Evaluation, Standards
National Institute for Science Education, University of Wisconsin-Madison, 1025 W. Johnson Street, Madison, WI 53706; World Wide Web: http://www.wcer.wisc.edu/nise (free).
Publication Type: Collected Works - Serials
Education Level: N/A
Sponsor: National Science Foundation, Arlington, VA.
Authoring Institution: National Inst. for Science Education, Madison, WI.