ERIC Number: EJ1122509
Record Type: Journal
Publication Date: 2016
Pages: 34
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-1536-6367
EISSN: N/A
Taking Stock: Existing Resources for Assessing a New Vision of Science Learning
Alonzo, Alicia C.; Ke, Li
Measurement: Interdisciplinary Research and Perspectives, v14 n4 p119-152 2016
A new vision of science learning described in the "Next Generation Science Standards"--particularly the science and engineering practices and their integration with content--pose significant challenges for large-scale assessment. This article explores what might be learned from advances in large-scale science assessment and accountability systems, and in our understanding of students' engagement with the science and engineering practices, to inform such efforts. We highlight promising examples from current large-scale assessment programs, an alternative national accountability model, and cutting-edge research and offer several cautions to the field.
Descriptors: Science Achievement, Science Tests, Group Testing, Accountability, Academic Standards, Computer Assisted Testing, Performance Based Assessment, Educational Practices, Educational Research, Models, Testing Programs, Program Descriptions, Content Analysis, Student Participation, Engineering Education, Educational Resources
Psychology Press. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Information Analyses; Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A