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ERIC Number: ED475159
Record Type: RIE
Publication Date: 2003-Mar-23
Pages: 16
Abstractor: N/A
Reference Count: N/A
ISBN: N/A
ISSN: N/A
A Study of the Alignment of National Standards, State Standards, and Science Assessment.
Burry-Stock, Judith A.; Casebeer, Cindy M.
Educational reform efforts are currently at the top of the nation's agenda. Policymakers are hearing increasing calls from members of the public to improve standardized test scores. These reform calls are a response to the perceived inadequacy of science teaching in our nation. Data were collected from participating states regarding the status of the adoption of science standards and their alignment with the National Science Education Standards and the AAAS Benchmarks. Additionally, hierarchical information was collected on the match between curriculum and assessment. A coding scheme was designed to assess the refinement of standards and the availability and match of science testing. Data were collected twice from state departments of education over a four-year period to ascertain the match between standards, curriculum, and assessment. A significant difference was found in the number of states that now require science standards and standardized testing. Alignment of standards, curriculum and assessment prevailed in 2002. The fact that states are requiring testing in science reflects the national concern for educating our students in science, even if we do not believe that standardized testing accurately reflects effective teaching and learning. (Author)
Publication Type: Reports - Research; Speeches/Meeting Papers
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Note: Paper presented at the Annual Meeting of the National Association for Research in Science Teaching (Philadelphia, PA, March 23-26, 2003).