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ERIC Number: EJ1102365
Record Type: Journal
Publication Date: 2016-Jun
Pages: 19
Abstractor: As Provided
ISSN: ISSN-1098-2140
Building an Assessment Argument to Design and Use Next Generation Science Assessments in Efficacy Studies of Curriculum Interventions
DeBarger, Angela Haydel; Penuel, William R.; Harris, Christopher J.; Kennedy, Cathleen A.
American Journal of Evaluation, v37 n2 p174-192 Jun 2016
Evaluators must employ research designs that generate compelling evidence related to the worth or value of programs, of which assessment data often play a critical role. This article focuses on assessment design in the context of evaluation. It describes the process of using the Framework for K-12 Science Education and Next Generation Science Standards (NGSS) to design assessments to evaluate the efficacy of a curricular intervention. The new science standards present a significant challenge to assessment designers and evaluators because these standards emphasize the integration of disciplinary core ideas, practices, and crosscutting concepts. This article presents the structure of a validity argument for such uses with an evidence-centered design perspective and unpacks the design decisions in developing and implementing these assessments in an efficacy study of a project-based science curriculum. Implications for designing NGSS-aligned assessments for program evaluation purposes are discussed.
SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail:; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Secondary Education
Audience: N/A
Language: English
Sponsor: National Science Foundation (NSF)
Authoring Institution: N/A
Grant or Contract Numbers: DRL1020407