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Developing assessments for the next generation science standards / James W. Pellegrino, Mark R. Wilson, Judith A. Koenig, and Alexandra S. Beatty, editors ; Committee on Developing Assessments of Science Proficiency in K-12, Board on Testing and Assessment, Board on Science Education, Division of Behavioral and Social Sciences and Education

Published
Washington, D.C. : National Academies Press, [2014]
Copyright Date
©2014
Physical Description
xviii, 270 pages : illustrations (some color) ; 26 cm
Additional Creators
Pellegrino, James W., Wilson, Mark R., Koenig, Judith A., Beatty, Alexandra S., National Research Council (U.S.). Committee on Developing Assessments of Science Proficiency in K-12, National Research Council (U.S.). Center for Education. Board on Testing and Assessment, National Research Council (U.S.). Board on Science Education, and National Research Council (U.S.). Division of Behavioral and Social Sciences and Education
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Contents
Machine generated contents note: 1.Introduction -- Context -- Need for Fundamental Change -- Committee's Approach -- Guide to the Report -- 2.Assessments to Meet the Goals of the Framework -- The Framework's Vision for K-12 Science Education -- Dimensions of the Framework -- Dimension 1 Scientific and Engineering Practices -- Dimension 2 Crosscutting Concepts -- Dimension 3 Disciplinary Core Ideas -- Integration: Three-Dimensional Science Learning -- Learning Progressions: Developing Proficiency Over Time -- Supporting Connections Across Disciplines -- Example 1 What Is Going on Inside Me? -- Instructional Context -- Assessment -- Conclusions -- Assessing Three-Dimensional Learning -- Assessing the Development of Three-Dimensional Learning Over Time -- Breadth and Depth of Content -- 3.Assessment Design and Validation -- Assessment as a Process of Evidentiary Reasoning -- Construct-Centered Approaches to Assessment Design -- Illustrations of Task-Design Approaches --, Contents note continued: Evidence-Centered Design---Example 2: Pinball Car Task -- Construct Modeling: Measuring Silkworms -- Validation -- Conclusion and Recommendation -- 4.Classroom Assessment -- Assessment Purposes: Formative or Summative -- Characteristics of NGSS-Aligned Assessments -- Variation in Assessment Activities -- Tasks with Multiple Components -- Making Connections -- Learning as a Progression -- Six Examples -- Example 3 Measuring Silkworms -- Example 4 Behavior of Air -- Example 5 Movement of Water -- Example 6 Biodiversity in the Schoolyard -- Example 7 Climate Change -- Example 8 Ecosystems -- Lessons from the Examples -- Types of Assessment Activities -- Interpreting Results -- Using Multiple Practices -- Professional Development -- Conclusions and Recommendations -- 5.Assessment for Monitoring -- Current Science Monitoring Assessments -- Including Performance Tasks in Monitoring Assessments -- Measurement and Implementation Issues -- Examples --, Contents note continued: Implications for Assessment of the NGSS -- Design Options -- Assumptions -- Two Classes of Design Options -- On-Demand Assessment Components -- Classroom-Embedded Assessment Components -- Collections of Performance Tasks -- Maintaining the Quality of Classroom-Embedded Components -- Taking Advantage of Technology -- Variations in Item-Response Formats -- Assessing Challenging Constructs -- Task Surrounds -- Conclusions and Recommendations -- 6.Designing an Assessment System -- Rationale for a Systems Approach -- Value of a System of Assessments -- Curriculum and Instruction -- Accountability Policies -- Communicating Assessment Results -- System Components -- Classroom Assessments -- Monitoring Assessments -- Indicators of Opportunity "to Learn -- Understanding the System Components and Their Uses -- Examples of Alternative Science Assessment Systems -- Example 1 -- Example 2 -- Conclusions and Recommendations --, and Contents note continued: 7.Implementing a Science Assessment System -- Gradual Implementation -- Equity and Fairness -- Technology -- Costs -- Recommendations -- References -- Appendixes -- A.Workshop Agenda.
Summary
"The new Framework and the NGSS are designed to guide educators in significantly altering the way K-12 science is taught. The Framework is aimed at making science education more closely resemble the way scientists actually work and think, and making instruction reflect research on learning that demonstrates the importance of building coherent understandings over time. It structures science education around three dimensions - the practices through which scientists and engineers do their work, the key crosscutting concepts that cut across disciplines, and the core ideas of the disciplines - and argues that they should be interwoven in every aspect of science education, building in sophistication as students progress through grades K-12. Developing Assessments for the Next Generation Science Standards recommends strategies for developing assessments that yield valid measures of student proficiency in science as described in the new Framework. This report reviews recent and current work in science assessment to determine which aspects of the Framework's vision can be assessed with available techniques and what additional research and development will be needed to support an assessment system that fully meets that vision. The report offers a systems approach to science assessment, in which a range of assessment strategies are designed to answer different kinds of questions with appropriate degrees of specificity and provide results that complement one another. Developing Assessments for the Next Generation Science Standards makes the case that a science assessment system that meets the Framework's vision should consist of assessments designed to support classroom instruction, assessments designed to monitor science learning on a broader scale, and indicators designed to track opportunity to learn. New standards for science education make clear that new modes of assessment designed to measure the integrated learning they promote are essential. The recommendations of this report will be key to making sure that the dramatic changes in curriculum and instruction signaled by Framework and the NGSS reduce inequities in science education and raise the level of science education for all students."--Publishers description.
Subject(s)
ISBN
9780309289511
0309289513
Bibliography Note
Includes bibliographical references (pages 235-251).
Other Forms
Also available via the World Wide Web.
View MARC record | catkey: 13594625