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ERIC Number: ED557369
Record Type: Non-Journal
Publication Date: 2014-Oct
Pages: 4
Abstractor: As Provided
Reference Count: 14
ISBN: 978-989-8533-23-4
Addressing Standardized Testing through a Novel Assesment Model
Schifter, Catherine C.; Carey, Martha
International Association for Development of the Information Society, Paper presented at the International Conference on Cognition and Exploratory Learning in Digital Age (CELDA) (11th, Porto, Portugal, Oct 25-27, 2014)
The No Child Left Behind (NCLB) legislation spawned a plethora of standardized testing services for all the high stakes testing required by the law. We argue that one-size-fits all assessments disadvantage students who are English Language Learners, in the USA, as well as students with limited economic resources, special needs, and not reading on grade level. The SAVE Science project was developed to explore whether and how contextually driven assessments support these students demonstrate their understanding of science content in middle grades in the USA. Preliminary findings from this 6-year study suggest that situating assessment in virtual contexts does in fact help students in answering multiple choice questions correctly and also helps students better understand their own science knowledge and learning process. [For the complete proceedings, see ED557311.]
International Association for the Development of the Information Society. e-mail:; Web site:
Publication Type: Speeches/Meeting Papers; Reports - Evaluative
Education Level: Middle Schools; Secondary Education; Junior High Schools
Audience: N/A
Language: English
Sponsor: National Science Foundation
Authoring Institution: N/A
Identifiers - Laws, Policies, & Programs: No Child Left Behind Act 2001
IES Grant or Contract Numbers: 0822308