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ERIC Number: EJ1122545
Record Type: Journal
Publication Date: 2016
Pages: 2
Abstractor: ERIC
ISSN: ISSN-1536-6367
Intellectual Capital in the Context of STEM Assessment
Scalise, Kathleen
Measurement: Interdisciplinary Research and Perspectives, v14 n4 p156-157 2016
In this commentary, Kathleen Scalise highlights some of the points made in Alonzo and Ke's 2016 article, "Taking Stock: Existing Resources for Assessing a New Vision of Science Learning" (EJ1122509) and applies her own work experience to take the discussion further. Alonzo and Ke outline important resources available in large-scale assessment and in curriculum-embedded contexts for STEM. Large-scale assessments in the United States are increasingly better representing hard-to-measure constructs. However, Scalise points out, that being said, the message of Alonzo and Ke is that a lot exists--but is it really available? Due to the nature of large-scale trend assessments, not enough of the latest types of new STEM assessments are available to be fully released by international and domestic contexts described in the manuscript. So providing lessons learned from the extensive studies taking place in these new STEM assessments is key to sharing the intellectual capital. Scalise concludes that crafting high-quality assessment resources and making them available for K-12 isn't far from what the STEM community is already doing. They do offer intellectual capital, either in the form directly of the assessments themselves, if available, or of what has been learned to create them. But the lack of coordination, alignment, release, quality, teacher materials, professional development, and logistics is a problem for schools.
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:
Publication Type: Journal Articles; Opinion Papers; Reports - Evaluative
Education Level: Elementary Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A