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ERIC Number: ED414305
Record Type: Non-Journal
Publication Date: 1997-Apr
Pages: 46
Abstractor: N/A
Reference Count: N/A
Criteria for Alignment of Expectations and Assessments in Mathematics and Science Education. Research Monograph No. 6.
Webb, Norman L.
This monograph discusses criteria for judging the alignment between expectations of student achievement and assessment. Alignment is central to current efforts of systemic and standards-based education reforms in mathematics and science. More than four-fifths of the states have content frameworks in place in mathematics and science, and a large number of these have some form of statewide assessment to measure student attainment of expectations given in the frameworks. Various approaches to alignment have been attempted, but they have generally lacked specific criteria for judging the alignment. Twelve criteria for judging alignment grouped into five categories are described, along with examples and levels of agreement. The five general categories are: (1) content focus; (2) articulation across grades and ages; (3) equity and fairness; (4) pedagogical implications; and (5) system applicability. These criteria were developed by an expert panel formed as a cooperative effort of the Council of Chief State School Officers and the National Institute for Science Education provide guidance to educators trying to develop a coherent system of expectations and assessments. An appendix lists the task force participants. (Contains 1 figure, 12 charts, and 54 references.) (SLD)
Council of Chief State School Officers, Attn: Publications, One Massachusetts Avenue, NW, Ste. 700, Washington, DC 20001-1431 ($7).
Publication Type: Reports - Evaluative
Education Level: N/A
Audience: N/A
Language: English
Sponsor: National Science Foundation, Arlington, VA.
Authoring Institution: National Inst. for Science Education, Madison, WI.; Council of Chief State School Officers, Washington, DC.